An investigation into using peer feedback in project based learning for eighth graders in danang lower secondary schools

THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES NGUYỄN LÊ NHƯ QUỲNH AN INVESTIGATION INTO USING PEER FEEDBACK IN PROJECT-BASED LEARNING FOR EIGHTH GRADERS IN DANANG LOWE

THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES

NGUYỄN LÊ NHƯ QUỲNH

AN INVESTIGATION INTO USING PEER FEEDBACK IN PROJECT-BASED LEARNING FOR EIGHTH GRADERS IN DANANG LOWER

This thesis has been completed at University of Foreign Language

Studies, The University of Da Nang

Supervisor: NGUYEN THI HUYNH LOC, Ph.D

Examiner 1: HUYNH ANH TUAN, Ph.D

Examiner 2: LE THI GIAO CHI, Ph.D

The thesis was be orally defended at the Examining Committee Time:

Venue: University of Foreign Language Studies

-The University of Da Nang

This thesis is available for the purpose of reference at:

- The University of Da Nang – The center for Learning Information Resources and Communication

- Center for Information Technology and Learning Resources, University of Foreign Language Studies –The University of Da Nang

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Chapter One INTRODUCTION 1.1 Rationale

More and more people are studying English as a second language or a foreign language, that is the reason why improving and enhancing the English teaching methods becomes a remarkable topic

of researchers

In terms of English language teaching, with the presence of Communicative Language Teaching (CLT), schools or institutions of secondary education have been making a lot of attempts to give learners many opportunities to access to communicative learning as well as develop soft skills including team work, problem-solving (Casner-Lotto & Barrington, 2006) However, with the traditional learning and teaching methods, where teachers are “the transmitter of the knowledge” while students act as “the receptor of the information” (Alorda, Suenaga, & Pons, 2011, p.1876), it is difficult

to increase learners’ actual target language use for communicative purposes One effective way to reach this target is project-based learning (PBL) PBL is a learning process in which learners participate in individual or teamwork projects to work with their partners to create the final product

In Vietnam, in recent years, one of significant breakthroughs

is the introduction of lessons “Project” in English textbooks for secondary students with the aim to promoting the interaction as well

as communication in English Many efforts are made to integrate communicative language teaching in schools, specifically, in Danang city, English teachers at secondary schools have been applying positively numerous approaches when teaching Projects to improve student’s learning Nevertheless, one arising challenge English teachers in Danang city are facing is assessing students’ performance through Projects

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Peer feedback (PF) is used as a means of assisting the process of assessment effectively and creating a cooperative learning environment There have been many researches related to the application of peer feedback into developing writing skill, speaking skill and project-based learning, but mostly for undergraduates at universities Limited attention has been paid to secondary students when considering giving peer feedback in project-based learning Such above reasons have urged me to carry out this research paper

entitled “An investigation into using peer feedback in based learning for eighth graders in DaNang lower secondary schools” to examine how students evaluate their peers in PBL as

project-well as difficulties of students during the process of using peer feedback and how to apply peer feedback in PBL effectively

1.2 Aim and Objectives

The objectives of the study are:

- Investigate the current reality of using peer feedback in PBL for the eighth grade students of secondary schools in Da Nang city

- Explore how peer feedback is conducted in PBL for the eighth grade students of secondary schools in Da Nang city

- Identify problems while using peer feedback in team projects for the eighth grade students of secondary schools in Da Nang city

1.3 Research Questions

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- How is peer feedback applied in PBL for the eighth-grade students of secondary schools in Da Nang city?

- What are some difficulties students meet when giving peer feedback in PBL?

1.4 Significance of the Study

There have been limited research conducted on Peer feedback in English classrooms in Vietnam, so the findings of the research can bring some benefits Peer feedback can be an effective method of assessment that teachers should apply into project-based teaching In addition, implementing giving feedback to assess quality of their fellow students’ work, students can learn how to support one another

as well as self-assess based on teacher’s criteria Finally, the study can be used as a reference for those who would like to do more research into this field in the future

1.5 Scope of the Study

In the scope of the study, the research is confined to investigating application of peer feedback in PBL of the eighth grade students at some secondary schools (FPT, Tay Son, Trung Vuong secondary school) in Da Nang

1.6 Organization of the Study

This thesis spreads out as follows:

Chapter One: Introduction

Chapter Two: Literature Review and Theoretical Background Chapter Three: Research Methods

Chapter Four: Findings and Discussion

Chapter Five: Conclusion

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Chapter Two LITERATURE REVIEW AND THEORETICAL

2.1.1 Definition of Project-Based Learning (PBL

According to Holbrook (2007), PBL is a model for classroom activity that shifts away from the usual classroom practices of short, isolated, lecturer-centered lessons PBL learning activities are long-term, interdisciplinary, student-centered, and integrated with real-world issues and practices

Vygotsky (1978) also stated that the PBL approach is an depth investigation of a real-world topic worthy of children’s attention and effort.” Hence, field trips, experiments, model building, posters, and the creation of multimedia presentations are sample activities within PBL where students with differing learning styles demonstrate their knowledge by means of inquiry

“in-2.1.2 Types of PBL

In designing PBL, the project can be classified into different types or categories It is as proposed by Henry, as cited from Sawsan (2014) as follows:

The first one is structured projects In this case, the teacher

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determines and organizes in terms of the topic, materials, methodology and presentation It has the following characteristics: the topic is selected by the teacher as well as the methods for collecting and analyzing the information

The second is semi-structured project Accordingly, the project

is defined and organized in part by the teacher and in part by students The teacher defines the general topic of the project, but the students have full authority to choose their own topic as well as the way they accomplish the information and the project

The last one is unstructured projects The project is defined and organized largely by the students themselves Hence, the students have full authority in terms of choosing the topic, materials, methodology and presentation

2.1.3 Principles of PBL

Poonpon (2014) highlighted five important principles of PBL as follows:

- PBL projects are central, not peripheral to the curriculum;

- PBL projects are focused on questions or problems that drive students to encounter and struggle with the central concepts and principles of a discipline;

- Projects involve students in a constructivist investigation;

- Projects are student-driven to some significant degree;

- Projects are realistic, not school-like

2.1.4 Benefits of PBL in English teaching

In fact, PBL has several benefits in second and foreign language settings Fried-Booth (2002) states that the process leading to the end-product of project-work provides opportunities for students to develop their confidence and independence The students demonstrate increased self-esteem, and positive attitudes toward learning Skehan (1998) argues that this process can help to enhance students’ autonomy especially when they are actively engaged in

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project planning Autonomous learning is promoted when the students become more responsible for their own learning

According to Levine (2004), their language skills can be improved The students engage in purposeful communication to complete authentic activities - tasks with real world relevance and utility; they thus have the opportunity to use language in a relatively natural context and participate in meaningful activities which require authentic language use The authentic activities can provide the opportunity for students to examine the task from different perspectives, enhance collaboration and reflection, and allow competing solutions and diversity of outcome

As dealt with in Stoller (2006), PBL provides opportunities for the natural integration of all four skills of reading, writing, listening and speaking Another benefit discussed in the research of Lee (2002) is that the students have enhanced motivation, engagement and enjoyment because project work progresses according to the specific context and students’ interests From a motivational perspective, projects being authentic tasks are more meaningful to students, increase interest, motivation to participate, and can promote learning PBL is said to motivate students as they are wholly engaged

in the learning task Enjoyment and motivation also derive from the fact that classroom language is not predetermined, but depends on the nature of the project

In addition, PBL can develop many helpful skills for the students Coleman (1992) discusses a benefit related to students increased social, cooperative skills, and group cohesiveness Adopting PBL projects in the classroom also helps reinforce social relationships among team members PBL enhances collaboration among learners, between learners and the teacher, as well as between learners and other community members as well Thus, PBL provides learners with opportunities to learn collaborative skills, such as

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relying on the work of peers and providing thoughtful feedback to peers Making students perform concrete tasks in pairs and groups is common for foreign languages training; this practice stimulates cooperation and knowledge exchange amongst students and it encourages individual students to talk more

Allen (2004) presents the benefits of PBL pertaining to the development of problem-solving and higher order critical thinking skills These skills are very important, since they are life-long, transferable skills to settings outside the classroom This means that PBL is an innovative approach that employs a different mode of assessment Utilizing the PBL approach, learners evaluate themselves continuously Assessment is seen as an ongoing, varied and frequent process involving teacher assessment, peer assessment, self-assessment, and reflection To put in a nutshell, PBL is very beneficial to students in general and those of English in particular The question here is what the teacher and students do to maximize the benefits of PBL

2.1.5 Steps for implementing a PBL project

Step 1: Students and teacher agree on a theme for the project Step 2: Students and teacher determine the final outcome of the project

Step 3: Students and teacher structure the project

Step 4: Teacher prepares students for the demands of information gathering

Step 5: Students gather information

Step 6: Teacher prepares students to compile and analyze data Step 7: Students compile and analyze information

Step 8: Teacher prepares students for the language demands of the final activity

Step 9: Students present the final product

Step 10: Students evaluate the project

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2.1 THEORETICAL BACKGROUND OF FEEDBACK

2.2.1 Formative Assessment Definition

Formative assessment is a term used to denote assessment with the purpose of informing and improving teaching and learning Although formative assessment systems and practices are fairly new, the roots of the term may be traced back to the 1960s, to distinctions between formative and summative evaluation (Bloom, 1969; Scriven, 1967) referring to evaluation of a program Since the process of assessment is, as Scriven notes, a single process, i.e making a judgement according to standards, goals and criteria, formative assessment is the same process as summative assessment

In addition, assessment becomes formative only if it requires feedback which indicates the existence of a ‘gap’ between the actual level of the work being assessed and the required standard Formative feedback can increase student motivation and self-directed learning and help them to become self-directed learners Examples of formative feedback techniques include many interactive classroom activities, homework and surveys Therefore, effective feedback, effective questioning and effective use of peer and self-assessment are the key issues in assessment for learning and teachers should choose an appropriate assessment for their specific purposes in their classroom to improve their teaching and their students’ learning

2.2.2 Types of Formative Assessment

There are a number of different types of formative assessment, but in this paper, the author focuses on some key kinds of formative assessment including formal, informal assessment and student peer feedback

2.2.2.1 Formal and Informal Assessment

2.2.2.2 Feedback and Peer feedback

2.2.2.2.1 Definition of Feedback

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Feedback has been defined in several ways Orrell (2006) stated that feedback is an essential component in the learning and explains the gaps in knowledge and understanding, providing for reflection and development Feedback at its best is pivotal in the learning and assessment process Carless & Boud (2018) also agreed that peer assessment is a process in which students evaluate or are evaluated by their peers with an aim to enhancing their work or learning strategies

2.2.2.2.2 Types of feedback

Nelson and Schunn (2009) identify three broad types: motivational where the intention is to influence the beliefs of the learners and their willingness to participate in the learning activities, reinforcing where the aim is to reward or to punish and informational where the aim is to change the performance of the learners

Federation University of Australia published an article in the category “Learning and Teaching” in April, 2022 They mention

a range of feedback types including formal, informal, formative, summative, student peer, student self, constructive feedback, but in this research, peer feedback is worth taking into consideration to examine

2.2.2.2.3 Definition of peer feedback

Feedback provided by equal-status learners, called peer feedback, can be a solution to meet students’ needs of receiving frequent feedback to help them improve their learning process (Gielen, Peeters, Dochy, Onghena, & Struyven, 2010) KU Leuven research and educational institution defines peer feedback that feedback is given by one student to another, through comments made

on each other’s work, behavior or performances Students will do this based on a prior set of evaluation criteria When it comes to Communicative Language Teaching, Liu & Carless (2006) stated that peer feedback refers to “a communication process through which

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learners enter into dialogues related to performance and standards” and can be considered as a form of collaborative learning

2.2.2.2.4 Types of peer feedback

This section describes the different types of feedback: positive and negative feedback, direct and indirect feedback, text-based feedback, and general feedback Types of feedback will be discussed, and similarities and differences will be compared, in particular, the advantages and disadvantages of each type compared with others will be emphasized

 Positive feedback and negative feedback

 Direct feedback and indirect feedback

 Specific feedback and general feedback

2.2.2.2.5 Feedback Training

Walker (2009) notes that a necessary precondition for a student to act on a gap is that he/she is given a comment that enables him/her to do so: the comments must be usable by the student Lin et al., (2001) in their study mention that specific and critical PF may greatly facilitate students in improving their writing skills Therefore, teachers should first teach students how to give PF and then allow them to practice it more frequently Berg (1999) also emphasizes that feedback training has a positive impact on both the reviewer and the person under review, and that for those who receive feedback training, they are also able to edit their own articles well

It is the quality, not just the quantity, of feedback that merits one’s closest attention (Sadler, 1998) Williams (2005) also claims that PF has a positive influence, if students know how to give feedback, that is, if they have previously been adequately trained by

a teacher Carr (2008) mentions that teachers need to provide students with guidelines (reference list or checklist) that they can refer to as they consider and evaluate their peers’ written work

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Besides providing feedback to learners, psychological preparation is also very important for the success of feedback Naumoska (2009) emphasizes that learners must take feedback seriously and need to be prepared to make credible judgments, not correct judgments, or just make good judgments so as not to hurt you

2.2.2.2.6 Peer Feedback in Project-Based Learning

In the context of project-based learning, peer feedback requires students to work together in pairs or teams, depending on the required projects; therefore, using peer feedback in PBL is considered as cooperative learning Peer feedback has the potential to facilitate learning processes in different ways Evaluating their friends’ project may help learners reflect on their work and improve their own project performance Furthermore, in project-based learning, students can have the opportunity to give feedback to teammates about the behavior, contribution and motivation in teamwork activities Lu and Law (2011) studied peer feedback activities to support high school students’ project-based learning and examined the effects of different types of peer feedback assessment

on student learning including cognitive and affective feedback

In the setting of English classrooms for secondary schools

in VietNam, especially in project periods, students also attend peer feedback activities, but they meet arising difficulties First of all, students do not know how to give feedback properly, lack confidence

in whether they can provide specific and qualified feedback In terms

of language use, they even utilize their mother tongue to give feedbacks Second, students do not quite trust peer feedback Students worship teacher’s authority and rely on teacher’s commentary, and they are skeptical about peers’ ability to give feedback, especially peers they consider as lower competence students Third, positive feedback is absent in peer feedback

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