MINISTRY OF EDUCATION AND TRAINING BARIA - VUNGTAU UNIVERSITY TA THI THU GIANG TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS PEER FEEDBACK IN GRADE 10 ENGLISH SPEAKING CLASSES AT VUNG TAU
INTRODUCTION
Statement of the problem
Peer feedback is essential and effective in English language teaching and learning, as it enhances students' oral communication skills Research indicates that peer feedback significantly improves performance in key areas of speaking, including grammar, fluency, and vocabulary.
A study by Ho & Hong (2019) in Vietnam found that students receiving video recording peer feedback significantly outperformed those in a control group in fluency, grammar, pronunciation, and interactive communication At Vung Tau high school, students expressed fear of making mistakes and receiving corrections from teachers during speaking classes, indicating that the correction techniques used lead to anxiety and discouragement Additionally, the classroom structure, curriculum, and textbook topics contribute to the limited time students spend speaking and communicating in English.
To enhance students' speaking abilities, it is essential for teachers to explore effective solutions The researcher has identified that peer feedback can alleviate students' anxiety about corrections from teachers while simultaneously improving their English speaking skills However, there are concerns regarding the beliefs of both students and teachers about the effectiveness of peer feedback, as well as its practical application in EFL classrooms Notably, there has been a lack of research on the implementation of peer feedback in English education within Vung Tau Province Acknowledging the numerous advantages of peer feedback in language learning, this study aims to investigate the attitudes of teachers and students towards its use in grade 10 English speaking classes at Vung Tau High School.
1 3 Aims and objectives of the study
This study investigates the attitudes of teachers and students towards peer feedback in grade 10 English speaking classes at Vung Tau High School in Ba Ria – Vung Tau Province The primary objectives include understanding the perceptions and effectiveness of peer feedback in enhancing language skills and fostering a collaborative learning environment.
To explore students’ attitudes towards peer feedback in Grade 10 English speaking classes at Vung Tau high school
To investigate teachers’ attitudes towards peer feedback in Grade 10 English speaking classes at Vung Tau high school
To examine if there are significant differences between students’ and teachers’ attitudes towards peer feedback in Grade 10 English speaking classes at Vung Tau high school.
Research questions
In order to achieve the research objectives mentioned above, the present study raises the three following main questions:
What are students’ attitudes towards peer feedback in Grade 10 English speaking classes at Vung Tau high school?
What are teachers’ attitudes towards peer feedback in Grade 10 English speaking classes at Vung Tau high school?
Are there any significant differences between teachers’ and students’ attitudes towards peer feedback in grade 10 English speaking classes at Vung Tau high school?
Scope of the study
The study at Vung Tau High School in Ba Ria - Vung Tau Province examined the attitudes of teachers and students towards peer feedback in grade 10 English speaking classes A total of 80 students from classes 10A6 and 10A9 participated in the research over a period of six weeks, alongside 10 English teachers who were involved in semi-structured interviews.
Significance of the study
This study investigates the attitudes of students and teachers towards peer feedback in grade 10 English speaking classes at Vung Tau High School The findings aim to offer both theoretical and practical insights into language teaching and learning, specifically in Ba Ria Vung Tau Province and across Vietnam.
This study aims to significantly enhance the literature on peer feedback in language teaching by providing comprehensive insights into the attitudes of both students and teachers towards peer feedback in grade 10 English speaking classes, focusing on cognitive, affective, and behavioral aspects.
The study's results are valuable for both students and teachers, as they highlight the benefits of peer feedback in enhancing speaking skills Many Vietnamese students are eager to use English for communication and learning but fear correction from teachers, making peer support more appealing Implementing peer feedback in speaking classes can significantly boost students' speaking competence Additionally, the research lays a foundational understanding for high school teachers to effectively incorporate peer feedback in their English classrooms, fostering motivation and clarity in their teaching methods Furthermore, the findings can be applied and adapted to various educational contexts in Vietnam and beyond.
Organization of the study
This study is divided into 5 chapters as follows:
Chapter 1 provides an introduction to the study including background of the study, the statement of the problem, purposes of the study, research objectives and research questions, significance of the study and structure of the study as well
Chapter 2 concentrates on literature review, consisting of the information related to second language teaching and learning theories in terms of social constructivism theory, social interaction, scaffolding Additionally, the definitions of key terms including feedback, peer feedback, the relationship between peer feedback and speaking, and components of attitudes are also presented, then followed by explanations of attitude models and assessing scales at level B1 of CEFR This chapter ends with previous research on peer feedback and attitudes towards peer feedback in language teaching and learning and a conceptual framework for this study
Chapter 3 elaborately describes the research methodology of the study in connection with the research design, the research site, the sample and sample procedures, the research instruments, the data collection procedures as well as the data analysis procedures
Chapter 4 presents the results of the study by analyzing the data collected from questionnaire, in-depth interviews and semi-structured interviews Then, the study discusses the results compared and contrasted with the findings in previous studies
Chapter 5 makes a conclusion on the main findings of the thesis, supplies some implications and limitations of the research and makes some recommendations for further research.
LITERATURE REVIEW
Second Language Teaching and Learning Theories
Peer feedback is grounded in social constructivism, which posits that individuals build knowledge through social interactions (Swan, 2002) Additionally, these activities align with Vygotsky’s (1978) concept of the zone of proximal development (ZPD), emphasizing the importance of collaborative learning.
Social constructivism has gained significant attention in education due to its positive effects on English teaching and learning Developed by Russian psychologist Vygotsky (1978), this theory emphasizes the crucial role of language and culture in the learning process Vygotsky argues that linguistic development is socially constructed, requiring active interaction rather than passive absorption For instance, slower students can benefit from collaborating with more proficient peers during group discussions and class activities Through these interactions, students can enhance their understanding by sharing ideas, exchanging opinions, and engaging in debates A key concept in social constructivism is the Proximal Development Area, which illustrates the potential for learning through social interaction.
The Zone of Proximal Development (ZPD) defines the difference between a child's current abilities and their potential capabilities The lower limit of ZPD is where a child can solve problems independently, while the upper limit is the level they can achieve with assistance from teachers, peers, or adults This concept highlights a key principle of social constructivism, emphasizing that individuals can enhance their skills through collaborative problem-solving and guided support (Vygotsky).
In 1978, it was noted that students often struggle to complete tasks independently; however, they can achieve success with constructive support and encouragement from teachers, peers, or field experts Providing this assistance is crucial for helping students overcome challenges.
In the context of the Zone of Proximal Development (ZPD), Vygotsky underscores essential aspects that provide a comprehensive understanding of social constructivism.
Learning is fundamentally a social process that thrives on interaction rather than mere abstract concepts (Dewey, 1966) Vygotsky (1978) emphasizes that it is an active engagement where individuals collaborate and negotiate with others to co-construct knowledge This highlights the importance of peer and group interactions in fostering a supportive social environment for language practice (Vygotsky, 1962) Consequently, the interaction among students and between teachers and students is crucial for meaning-making To enhance student performance, teachers should facilitate classroom activities such as discussions, collaboration, and feedback.
Vygotsky's concept of the zone of proximal development (ZPD) emphasizes that children progress through guided instruction known as scaffolding, which adapts as their independent and potential capacities grow Although Vygotsky did not coin the term "scaffolding," it was introduced by Brooks and Donato in 1994 and later expanded by researchers like Zarandi, Goh, and Naibaho Scaffolding is metaphorically likened to a sturdy structure that supports workers at heights, highlighting the importance of guidance in helping learners build knowledge and enhance language skills Key components of scaffolding include interactions among individuals, teacher instructions, peer support, supplementary tools, and valuable resources.
Scaffolding, as described by Copple & Bredekamp (2009), involves the use of hints, prompts, example modeling, engaging materials, and interesting activities to support student learning Teachers should focus on students' interests and understanding to assess their knowledge effectively Additionally, tasks should be broken down into smaller, manageable parts arranged by difficulty When students struggle with new tasks, teachers can offer assistance through cues and hints to help them succeed.
In teaching speaking skills, Naibaho (2019) emphasizes the importance of scaffolding during the initial stages, utilizing simpler language and images to effectively convey information This guidance aims to stimulate student creativity, reflection, and motivation, encouraging active participation in class activities Through discussions, negotiations, and peer feedback, students not only acquire language skills but also enhance their confidence, sense of responsibility, critical thinking, problem-solving abilities, and autonomy.
Social constructivism highlights the significance of social interaction and scaffolding in enhancing students' language skills, motivation, and confidence during the learning process This theory serves as a foundational framework for research aimed at understanding the role of peer feedback in English teaching and learning.
Definitions of key terms
Feedback is a multifaceted concept that can be understood through various definitions Hattie and Timperley (2007) describe feedback as information provided by teachers, peers, or resources that informs students about their performance and understanding Similarly, Narciss (2008) defines feedback as post-response information that reveals a learner's actual state of learning or performance These definitions highlight that feedback serves to enhance understanding of performance by guiding learners on their existing knowledge A key aspect of feedback is its ability to assist students in reconstructing their knowledge or skills to meet desired outcomes Mory (2003) identifies four ways feedback can facilitate learning: it promotes response rate and accuracy, establishes connections between responses and prior stimuli, justifies or modifies previous responses, and aids learners in constructing internal schemata and analyzing their learning processes.
Good feedback is essential for effective pedagogy (Sadler, 1998) and can take various forms, including peer feedback, conferencing, and written teacher feedback (Tsutsui, 2004) Innovative feedback methods, such as multimodal video technology and online platforms like Facebook and blogs, are also recommended for enhancing learning (Tsutsui, 2004; Shih, 2011; Hung, 2016; Akbari et al., 2017) The impact of feedback can be either positive or negative, depending on how it is delivered (Musa et al., 2012; Hung, 2016) Walker (2009) emphasizes that feedback should be actionable for students, with peer feedback specifically designed to help them close performance gaps and focus on future improvements beyond the current assignment.
Peer feedback is a widely supported correction technique in language teaching, rooted in various theories since its inception According to Paul Rollinson (2005; as cited in Sultana, 2009), several key principles underpin this approach.
1 Peer feedback causes less apprehension than teacher feedback because students feel more comfortable with their peer Consequently, having corrected by their classmates causes less anxiety
2 When the teacher corrects the mistakes, the teacher’s authority can be reinforced
In a conventional language class, the teacher serves as the primary authority and sole knowledge provider, while students assume a passive role as information recipients However, incorporating peer feedback diminishes the teacher's dominant position, fostering a more collaborative learning environment.
3 The interaction of students in giving and receiving peer feedback creates a friendlier and more supportive atmosphere in the classroom
Peer feedback is a significant activity in L2 classes, garnering attention from researchers and practitioners globally (Liu et al 2001; Hansen & Liu 2005; Minh 2015; Itmeizeh 2016; Fang et al 2018) Often referred to as ‘peer response’, ‘peer review’, ‘peer assessment’, ‘peer correction’, or ‘peer editing’, it involves learners giving and receiving feedback on each other's performance in both written and oral forms within pairs or small groups (Zhu 2001; Liu & Hansen 2002) This study adopts Liu & Hansen's (2002) definition of peer feedback, which emphasizes learners as sources of information and interactants, allowing them to take responsibility for commenting on each other's performance rather than relying solely on formally trained teachers or tutors.
2.2.3 Speaking skills for EFL learners
Speaking is the most crucial skill in learning a second or foreign language, as it encompasses all other language skills (Ur, 1996) Defined as "the process of building and sharing meaning through the use of verbal and non-verbal symbols" (Chaney & Burk, 1998), speaking is vital for effective communication and interaction Mastery of speaking skills involves the ability to manipulate words, phrases, and sentences in a way that is understandable to listeners According to Brown et al (1983), speaking is the most frequently assessed skill in social contexts, highlighting its importance in daily interactions Fluency and comprehensibility in speaking often impress others, making it essential for teachers to equip students with the necessary language knowledge and speaking abilities for real-life situations beyond the classroom.
Teaching speaking in English has often been undervalued, with a focus on drills and memorization (Bahadorfar & Omidvar, 2014) However, as English serves as a global language for communication (Crystal, 1997), it is essential to enhance students' communicative skills This approach enables students to express themselves effectively and understand the social and cultural norms relevant to various situations Additionally, effective training in speaking skills is crucial for the successful functioning of any system involving English speakers.
Peer feedback is a crucial aspect of EFL speaking classrooms, as it enhances student participation and promotes better learning (Chekol, 2020; Gower et al., 1995) By shifting the focus from the teacher to the learners, peer feedback fosters a sense of responsibility for their own learning This approach aligns with the principles of learner autonomy, as supported by Scharle and Szabó (2000), who advocate for its implementation in classroom settings to assess student performance and cultivate learner responsibility.
Chekol (2020) highlights a notable enhancement in students' speaking performance in EFL classes that utilized peer feedback, particularly in the areas of grammar, fluency, and vocabulary.
Peer feedback fosters learner independence and enhances awareness of individual learning needs This process encourages students to develop self-correction strategies, enabling them to avoid recurring mistakes, especially in similar communicative contexts (Al-wossabi).
Involving all students in classroom activities is an effective teaching strategy This approach enables teachers to identify students struggling with specific language concepts For instance, if it becomes clear that no students can answer a question, the teacher can step in to provide clarification to the entire class.
In summary, peer feedback proves to be highly advantageous in EFL speaking classes, serving as an effective tool for teachers to facilitate successful speaking sessions This approach not only enhances students' communicative interactions but also fosters a sense of responsibility and promotes learning autonomy.
Attitudes
Learning attitudes significantly influence the process of teaching and acquiring a foreign language Recent studies have focused on understanding learners' attitudes to gain deeper insights into their impact on language acquisition.
In the realm of language learning, various definitions of attitudes are explored from multiple perspectives Breer and Locke (1965) provide a comprehensive definition, suggesting that a thorough understanding of individual attitudes must consider factors such as family socialization, peer influence, personal experiences, anxiety sources, basic motivations, defense mechanisms, education, income, occupation, mass media, social class, residence, religion, and a range of personal variables including intelligence, age, gender, interests, and aptitudes.
(1969) has a specific definition that an attitude is a relatively enduring organization of beliefs around an object or a situation, predisposing one to respond in some preferential manner
Gardner (1985) defines attitude as an inference based on a complex of beliefs about an attitude object, encompassing a person's instincts, feelings, biases, preconceived notions, fears, and convictions He emphasizes that attitudes are closely linked to an individual's values and beliefs, influencing choices in both academic and informal contexts Additionally, Gardner describes attitude as an evaluative reaction to a referent based on personal beliefs or opinions Similarly, Ajzen (1989) views attitudes as a tendency to respond positively or negatively to objects, people, institutions, or events.
Attitudes are defined as hypothetical constructs that explain the direction and persistence of human behavior (Baker, 1992) They involve significant emotional engagement, including feelings, self-perception, and community relationships (Brown, 2000) According to Montaủo and Kasprzyk (2015), an individual's attitude is shaped by their beliefs about the outcomes of a behavior, influenced by their evaluations of those outcomes Therefore, a person who believes that positive outcomes will arise from a behavior is likely to have a positive attitude, while someone who anticipates negative outcomes will develop a negative attitude.
Despite various perspectives, it has been acknowledged that attitude is considered one of the most important factors that affect learning a language Gardner and Lambert
Research on the relationship between learners' attitudes and language learning began in the 1950s, with significant contributions from Smith (1971), who noted that attitudes are learned and can be unlearned or taught A student's preference for a foreign language is not innate; rather, it can be shaped by their experiences If a student enters school with a neutral or positive attitude and possesses communicative traits like openness, their perceptions of language and language learning will be significantly influenced by their environment.
Research by De Bot et al (2005) indicates that positive attitudes significantly enhance second language acquisition Henter (2014) emphasizes the necessity of fostering students' motivation and attitude towards learning foreign languages to achieve successful outcomes in English education Consequently, cultivating a positive attitude towards foreign languages from an early age is crucial, as altering one's attitude later can be challenging and time-consuming.
Language teachers, researchers, and students must recognize that high motivation and positive attitudes significantly enhance L2 teaching and learning Therefore, integrating the attitudes of both teachers and learners into the language education process is essential, as these attitudes can greatly influence the acquisition of the target language.
Attitude models are described in various ways by many researchers Three of relevant and well-organized attitude models are chosen and demonstrated as follows:
As shown graphically below (Figure 2.2), Tripartite Model introduced by Spooncer
Attitudes consist of three key components: feelings, beliefs, and behavior The "feelings" component reflects our emotional responses, expressed through verbal statements of how we feel The "beliefs" component encompasses our thoughts and cognitive responses, articulated through verbal statements of belief Lastly, "behavior" pertains to our intentions and the actions we plan to take, conveyed through verbal statements about intended behavior Both feelings and beliefs, influenced by external stimuli, ultimately shape individual behavior.
The ABC Model of attitude, as outlined by Solomon et al (2010), is a widely referenced framework that comprises three key elements: Affect, Behavior, and Cognition Each component plays a crucial role in shaping an individual's attitude.
Affect refers to a person's emotional response to an attitude object, serving as an initial reaction that can be either positive or negative, such as feelings of fear or excitement.
Behavior denotes the individual’s intention or what they would do towards an attitude object
Cognition denotes the beliefs an individual has about an attitude object.It’s what happens when they pause and really think hard about it
The CAC Model, illustrated in Figure 2.4, proposed by Schiffman and Kanuk (2004), identifies three key components of attitudes: the Cognitive component, which pertains to beliefs; the Affective component, related to feelings; and the Conative component, associated with behaviors This model shares similarities with the ABC Model, highlighting the interconnectedness of these components in understanding attitudes.
All in all, the three models focus on supplying the close relationship of the three components, which are composed of cognitive, affective and behavioral attitudes
The multiple component definition generally posits the following types of components:
1 Cognitive Component (Mental) (Belief/ Evaluation)
2 Affective Component (Neural) (Feeling/ Emotion)
3 Behavioral Component (Readiness) (Response/ Action)
Rokeach (1968) presents a complex structure of attitudes, defining them as systems of beliefs Each belief consists of three key components: cognitive, affective, and behavioral.
In the context of this study, after reviewing various definitions and models, it is accepted that attitudes include three main components, namely cognitive, affective and behavioral ones
The cognitive component of attitudes encompasses an individual's beliefs and evaluations about an object, reflecting their thoughts and general knowledge It plays a crucial role in shaping how people perceive objects and their attributes According to Schiffman and Kanuk (2004), this component is comprised of information and perceptions, which are influenced by personal experiences and various information sources.
The affective component represents the emotional response, such as liking or disliking, towards an attitude object, highlighting its significance in research Agarwal & Malhotra (2005) propose an integrated model that combines affect (feelings and emotions) with attitude (evaluative judgment based on brand beliefs) Eagly and Chaiken (1998) emphasize that the affective component is rooted in emotional experiences and preferences, reflecting an individual's likes or dislikes It is essential to consider the affective factor alongside cognitive elements, as emotions and beliefs interact Additionally, research by Patri (2002) indicates that students' positive and negative attitudes towards peer feedback significantly impact language learning outcomes.
The behavioral component refers to an individual's verbal or nonverbal tendencies, encompassing actions or observable responses linked to an attitude object (Wicker, 1969) It reflects a person's reactions or decisions to engage with the attitude object, as noted by Defleur and Westie (1963) This component plays a crucial role in understanding an individual's participation in tasks and their actions related to the attitude object, significantly influencing their behavior.
Assessing speaking performance at level B1 of CEFR
English level B1, classified as "intermediate" in the Common European Framework of Reference for Languages (CEFR), is the third level of English proficiency defined by the Council of Europe Vietnamese high school students are required to achieve this level upon graduation from their three-year programs, as stipulated in Decision No 1400 and Circular No 01/2014/TT-BGDDT dated January.
In 2014, the Ministry of Education and Training in Vietnam established a six-level Foreign Language Proficiency Framework, aligning it with the Common European Framework of Reference (CEFR) and other international language standards This framework serves as a guideline for developing curricula and teaching plans High school graduates are expected to attain Level 3, which corresponds to the CEFR's B1 level.
Learners at the B1 level of the CEFR are classified as "Independent users" with a sufficient vocabulary to communicate accurately on familiar topics, including family, hobbies, work, travel, and current events They are capable of initiating, maintaining, and concluding simple face-to-face conversations, as well as confirming mutual understanding by repeating parts of the dialogue Teachers assess speaking tasks based on criteria outlined in the B1 level assessment scales, which include lexical and grammatical resources.
The assessment criteria for pronunciation, discourse management, and interactive communication are categorized into six bands ranging from 0 to 5, where 0 represents the lowest level and 5 the highest Each band, specifically 1, 3, and 5, includes descriptors that outline the expected performance for candidates Notably, the descriptors for bands 3 and above typically reflect a performance level of at least B1.
Table 2.1: Band descriptions for Assessing Speaking Performance – Level B1
(based on Cambridge English Language Assessment)
5 - shows a good degree of control of simple grammatical forms, and attempts some complex grammatical forms
- uses a wide range of appropriate vocabulary to
- produces extended stretches of language despite some hesitation
- contributions are relevant despite some repetition
- uses a range of cohesive devices
- sentence and word stress is generally accurately placed
- maintains and develops the interaction and negotiates towards an outcome with very little support give and exchange views on familiar topics articulated clearly
4 Performance shares features of bands 3 and 5
3 - shows a good degree of control of simple grammatical forms
- uses a range of appropriate vocabulary when talking about familiar topics
- produces responses which are extended beyond short phrases, despite hesitation
- contributions are mostly relevant, but there may be some repetition
- is mostly intelligible, and has some control of phonological features at both utterance and word levels
- keeps the interaction going with very little prompting and support
2 Performance shares features of bands 1 and 3
1 - shows sufficient control of simple grammatical forms
- produces responses which are characterized by short phrases and frequent hesitation
- is mostly intelligible, despite limited control phonological features
- maintains simple exchanges, despite some difficulty
- uses a limited range of appropriate vocabulary to talk about familiar topics
- repeats information or digresses from the topic
To reach level B1, students must demonstrate a solid grasp of basic grammatical structures and a diverse vocabulary for discussing familiar subjects They should effectively use simple cohesive devices and provide responses that extend beyond brief phrases, even if they experience some hesitation or repetition Additionally, their pronunciation and word stress must be clear enough for effective communication, allowing them to initiate and respond appropriately while maintaining interaction with minimal prompting.
The review of previous related studies
Numerous researchers and experts have shown a keen interest in the application of peer feedback as a tool for enhancing speaking skills in teaching and learning, as well as in examining the attitudes of both teachers and students towards this approach.
Numerous studies have demonstrated the effectiveness of peer feedback in enhancing English speaking skills, significantly improving learners' performance, motivation, and critical thinking abilities while also providing valuable learning opportunities and reducing anxiety for both students and teachers (Patri 2002; McGarrell 2010; Chu 2013; Fauzan 2016) For instance, Patri (2002) explored the impact of peer feedback on the oral presentation skills of first-year undergraduate students of ethnic Chinese background at the City University.
In Hong Kong, a self- and peer-assessment questionnaire with 14 items was used to evaluate presentation content organization, language use, and audience interaction The results indicated that clearly defined assessment criteria allowed students to provide peer feedback comparable to teacher evaluations, enhancing their awareness of performance quality Additionally, involving peers in the feedback process enabled teachers to allocate their time more effectively towards enhancing their teaching methods.
McGarrell (2010) explored the engagement of native and non-native English-speaking student teachers in peer feedback at a mid-sized North American university, involving 54 graduate students The study utilized pre- and post-questionnaires along with participant discussion posts on WebCT to gather data on their experiences, understanding, and attitudes toward peer feedback Findings indicated that both groups felt confident in their ability to provide constructive feedback, which not only aided in improving peers' work but also offered valuable opportunities for critical thinking and enhancement of speaking skills.
Chu (2013) investigated the effects of peer feedback on secondary students learning English as a foreign language in Taiwan, utilizing pre-and post-measures such as speaking tests, questionnaires, and observations of peer interactions The findings indicated that students were not only willing but also capable of providing constructive feedback, which positively influenced their peers' speaking performance by enhancing their focus on language form Similarly, Fauzan (2016) conducted action research to assess the impact of peer feedback on students' speaking abilities, employing various data collection methods including observation checklists and questionnaires The results revealed significant improvement in students' speaking scores, which increased from 'fair' to 'good', while also fostering creativity, fluency, and confidence in language use.
Integrating peer feedback into the curriculum can be enhanced through technology, as web-based tools are recognized to provide significant benefits to learners (Ko 2015; Fang et al 2018; Yeh).
Recent studies have highlighted the effectiveness of mobile applications in facilitating peer feedback for English as a Foreign Language (EFL) students Ko (2015) developed a mobile app that increased practice opportunities and participation among high school students Similarly, Fang et al (2018) and Wu & Miller (2020) explored the impact of mobile-assisted peer feedback on oral communication skills Fang et al conducted a quasi-experiment with forty EFL students in Taiwan, while Wu & Miller focused on twenty-five Business School students in Hong Kong Both studies demonstrated that mobile applications can provide real-time and anonymous feedback, significantly enhancing students' oral communication performance.
Recent studies have highlighted the effectiveness of peer feedback in enhancing L2 speaking skills through the use of blogs and videos (Yeh et al 2019; Ho & Hong 2019; Chien et al 2020; Neira 2020) These studies demonstrate that incorporating blogs and videos for peer feedback positively impacts learners' progress, pronunciation, communication skills, and overall confidence.
Yeh et al (2019) investigated the effects of online peer feedback through blogs on the speaking performance of college students learning English as a Foreign Language (EFL) The study involved 45 EFL college students from two different classes.
Students practiced English speaking by recording video clips and providing peer feedback, followed by reflections at the semester's end Data analysis included scores from initial and final clips, blog entries, and self-reflection sheets The study found significant improvement in delivery for both high and low progress groups Additionally, students who actively engaged with peers' feedback showed greater progress in their revised clips.
In Vietnamese context, Ho & Hong (2019) conducted a study to explore the effects of peer-video recording on non-English majored college students’ speaking performance
A quasi-experimental study involving 80 students utilized a pre-posttest design and a questionnaire-based survey to collect data The findings revealed that students who engaged in video recording peer feedback significantly outperformed their counterparts in the control group, who did not receive training in this method, in areas such as fluency, grammar, pronunciation, and interactive communication.
Chien et al (2020) and Neira (2020) investigated the impact of peer feedback on recorded videos on students' speaking performance at upper secondary and university levels, respectively Both studies revealed similar outcomes despite differing educational contexts, showing overall enhancements in speaking skills, increased learning motivation, and decreased anxiety related to English learning Notably, pronunciation emerged as the most significantly improved aspect of speaking performance according to the analysis of the speaking performance rubric.
While peer feedback can offer benefits to feedback-givers, some studies indicate challenges such as students' reluctance to participate in group work and provide comments to avoid conflict (Carson & Nelson, 1996) Additionally, researchers highlight students' difficulties in delivering concrete and useful feedback (Tsui & Ng 2000; Fang et al 2018) ESL students often express doubts about the effectiveness of peer feedback, feeling uncertain about how to provide constructive comments or questioning their peers' qualifications to offer reliable feedback (McGarrell, 2010) Research shows that peer feedback often lacks depth, attributed to insufficient knowledge of the content and limited vocabulary to articulate comments effectively (Paulus, 1999; Leki 1990; Manglesdorf & Schlumberger 1992; Min 2008).
Recent studies have focused on understanding the attitudes of students and teachers towards peer feedback in speaking skills These investigations aim to explore the training needed for effective peer feedback, the importance of collaboration, and the techniques for giving, receiving, and incorporating feedback to ensure it is both appropriate and beneficial.
Studies by Lv (2013), Calsiyao (2015), and Rodrớguez & Castaủeda (2018) investigated college students' attitudes towards peer assessment and feedback in language learning Lv's research involved 115 English majors at Southwest Petroleum University, utilizing a 16-item questionnaire to assess their views on peer assessment in public speaking classes Calsiyao's study, which surveyed 365 students at Kalinga-Apayao State College, found a preference for peer correction in response to oral errors Similarly, Rodrớguez & Castaủeda examined 17 intermediate L2 Spanish learners in a conversation course that integrated peer feedback, using various questionnaires and drafts to gather data All three studies highlighted the positive attitudes of learners towards peer feedback, emphasizing its role in enhancing self-efficacy and encouraging active participation in language accuracy discussions.
Conceptual framework of the study
This study aims to explore the attitudes of students and teachers towards peer feedback in grade 10 English speaking classes at Vung Tau High School in Ba Ria Vung Tau Province It focuses on three dimensions of attitudes—cognitive, affective, and behavioral—related to five areas of speaking competence: lexical and grammatical resources, pronunciation, discourse management, and interactive communication Additionally, the research seeks to identify the similarities and differences between students' and teachers' perspectives on peer feedback The theoretical framework is grounded in existing literature on beliefs, attitudes, and knowledge, examining how these belief systems are developed.
The conceptual framework of the present study is presented in Figure 2.5 as follows:
Figure 2.5: Conceptual framework of the study
Summary
Chapter 2 offers essential background on second language teaching and learning theories, focusing on social constructivism, social interaction, and scaffolding It defines key concepts such as feedback, peer feedback, and speaking skills for EFL learners, while exploring the relationship between peer feedback and speaking abilities, as well as the components of attitudes The chapter also outlines three attitude models and assessment scales at the B1 level of the CEFR Furthermore, it connects previous studies to the current research, leading to the presentation of the study's conceptual framework The upcoming chapter will detail the research methodology.
METHOLOGY
Research setting and participants
Vung Tau High School, established in 1954 and located at 9 Thi Sach Street, Ward 8, Vung Tau City, Ba Ria Vung Tau Province, Vietnam, serves over 2000 students annually, transitioning them from lower secondary education to grades 10 through 12 With class sizes averaging 40 to 50 students, the school is renowned for its modern teaching facilities and a team of enthusiastic, well-qualified teachers The administration consists of one principal and three vice-principals overseeing the school's educational activities, supported by seven departments: Math – Computing, Physics – Technology, Chemistry – Biology, Foreign Languages (English, French, Japanese), Literature, History – Geography – Civic Education, and Physical Education.
English is a compulsory subject in the curriculum, taught by a dedicated team of 14 Vietnamese teachers who are experienced and eager to implement innovative teaching methods The English course book, consisting of 16 units divided into two semesters, is mandated by the Ministry of Education, which also sets the teaching schedule that teachers must adhere to The curriculum includes 3-4 periods of English instruction each week, focusing on developing all four language skills: Listening, Speaking, Reading, and Writing.
Reading and writing are equally vital in the curriculum, yet there is a lack of alignment between the curriculum, expected outcomes, and assessment methods Additionally, speaking skills are not assessed in final examinations, including high-stakes tests such as the GCSE.
The grade 10 English curriculum learning outcomes are defined by the Vietnamese National Foreign Language Project 2020, initiated in 2008 to enhance foreign language proficiency among high school, vocational, college, and university students This project aims to boost learners' confidence in foreign language communication and to innovate foreign language teaching and learning methods According to Decision No 1400, high school students are expected to achieve Level 3 (B1 level) of the Common European Framework of Reference for Languages (CEFR) by the end of their three-year programs.
In the grade 10 English curriculum, students are required to complete four frequent tests and two periodic tests each semester, with speaking skills typically assessed in the frequent tests Participation in extracurricular activities, such as the English eloquence contest and the English-French-Japanese singing contest, allows students to earn bonus points while showcasing their language and singing abilities Additionally, the School English speaking club organizes projects at the end of each semester, where students engage in conversations with foreigners in public spaces These initiatives foster a supportive environment for learning foreign languages, particularly English, at Vung Tau High School.
According to the CEFR speaking performance assessment scales, B1 level learners are classified as "Independent users" with adequate vocabulary to communicate effectively on familiar topics, including family, hobbies, work, travel, and current events They are capable of initiating, maintaining, and concluding simple face-to-face conversations, as well as confirming mutual understanding by paraphrasing Consequently, all speaking tasks in the grade 10 English course book are tailored to fulfill these criteria.
Table 3.1 presents the speaking lesson content for six units in the grade 10 English course book, focusing on familiar topics such as daily routines, school, travel, famous individuals, and inventions Students are encouraged to initiate conversations and respond appropriately while maintaining and negotiating discussions towards a conclusion Additionally, they must understand the use of simple tenses and differentiate between simple and complex grammatical structures, including present perfect, past perfect, and the present continuous tense with future implications compared to the 'be going to' structure.
Table 3.1: The content of the speaking lessons in 6 units of grade 10 English course book
Lesson goals Main content Language focus
- How to ask for and giving information from a timetable
- How to talk about daily activities
- How to make questions and give response in small talks
- Wh-questions and Yes-No questions
Lesson goals Main content Language focus
- How to ask and answer questions about people’s background
- How to role play as journalists to interview people
- The past tenses (Simple/ Progressive / Perfect)
- How to make an interview and report on results
- How to talk about favorite subject(s) at school
5 The uses of modern technology
- How to ask for and give information about the uses of modern inventions
- How to talk about the uses of modern inventions
- How to give opinions, express agreements and disagreements
- How to talk about the plan for a trip
- The present progressive (with a future meaning)
The study utilized convenience sampling to select participants, as defined by Creswell (2012), where individuals are chosen based on their willingness and availability A total of 80 students from classes 10A6 and 10A9 at Vung Tau High School during the 2020-2021 academic year completed the questionnaires These students were enrolled in the Ministry of Education and Training's English textbook for grade 10 and had passed a high-stakes entrance examination in Math, Literature, and English to gain admission to the school Vung Tau High School is known for its competitive admission criteria, requiring high scores for acceptance, which indicates that the students possess strong English proficiency All participants had at least four years of English language study, making the sample size of 80 adequate, as it exceeds the recommended minimum of 30 participants.
80 participants; therefore, it is true that the large population is covered by the sample (Cohen, Manion, & Morrison, 2007)
Regarding teachers, 10 English teachers (1 male, 9 females) were invited to participate in the semi-structured interviews during the study Their age ranged from 25 to
49 The chosen teachers already had at least three years of teaching English at Vung Tau high school All of them already had interaction with the use of peer feedback in English speaking classes.
Research design
This study utilized a survey research method to examine the attitudes of teachers and students towards peer feedback in grade 10 English speaking classes at Vung Tau High School A mixed-methods approach, combining both qualitative and quantitative research, was employed to address three key research questions.
1 What are students’ attitudes towards peer feedback in grade 10 English speaking classes at Vung Tau high school?
2 What are teachers’ attitudes towards peer feedback in grade 10 English speaking classes at Vung Tau high school?
3 Are there any significant differences between teachers’ and students’ attitudes towards peer feedback in grade 10 English speaking classes at Vung Tau high school?
Survey research, as defined by Kelley et al (2003), is a fundamental inquiry method aimed at examining situations by describing key factors such as demographics, behaviors, experiences, and attitudes This approach involves selecting a large sample from a predetermined population, allowing researchers to gather data from individuals to infer insights about the broader group For investigating students' and teachers' attitudes towards peer feedback in English speaking classes at Vung Tau high school, survey research is particularly suitable Its advantages include the generation of empirical data based on real-world observations and the ability to obtain a representative sample, enhancing generalizability Additionally, survey research can yield substantial data quickly and cost-effectively, facilitating efficient study planning and timely results.
Questionnaires and interview questions are effective research tools in surveys, utilizing both quantitative and qualitative methods to analyze collected data According to Fraenkel, Wallen, and Hyun (2012), this combination offers three key benefits: it clarifies relationships between variables, allows for in-depth investigation of these relationships, and facilitates confirmation and cross-validation While quantitative data provides a fundamental understanding, qualitative data offers deeper insights into participants' perspectives In this study, a questionnaire survey, in-depth interviews, and semi-structured interviews were conducted to comprehensively assess teachers' and students' attitudes towards peer feedback in grade 10 English speaking classes at Vung Tau High School.
The reason why the questionnaire was used for explore students’ attitudes is that
“Large amounts of information can be collected from a large number of people in a short period of time and in a relatively cost-effective way” (Kabir, 2016) Moreover, Syed Kabir
Questionnaires offer several key advantages for research They enable quick and easy analysis of results, whether conducted by a researcher or through software tools Additionally, questionnaires allow for a more scientific and objective analysis compared to other research methods Once the data is quantified, it can be effectively used to compare and contrast with other studies and measure changes over time.
Syed Kabir (2016) highlighted several disadvantages of questionnaires that were also observed in this study Phenomenologists contend that quantitative research is an artificial construct, capturing only limited information without context Additionally, there is no method to verify the reliability of respondents' answers, nor can the depth of their thought processes be assessed To address these limitations, ten students were randomly invited for in-depth interviews to explore their individual perspectives after completing the questionnaires This convenience sampling approach, as noted by Stewart & Shamdasani (1998), was time-efficient and cost-effective, facilitating active participation in discussions among the group.
Regarding teacher interviews, the researcher used semi-structured interviews because the “questions can be prepared ahead of time” (Kabir, 2016) In addition, Kabir
Semi-structured interviews offer a balance between structured and unstructured formats, enabling interviewers to prepare effectively and demonstrate competence This approach not only yields reliable and comparable qualitative data but also grants interviewees the freedom to articulate their perspectives in their own words Additionally, the flexibility inherent in semi-structured interviews allows for the inclusion of follow-up questions, enhancing the depth of the conversation.
Research instruments
The study utilized questionnaires, in-depth interviews with students, and semi-structured interviews with various English teachers at Vung Tau High School The questions were developed based on the research objectives and relevant literature, employing the well-established three-component theory (Cognitive-Affective-Behavioral) proposed by Hilgard (1980) as the theoretical framework, as discussed in Chapter 2.
Questionnaires are text-based tools that present survey participants with a series of questions or statements, which they respond to by marking a page, writing a number, or checking a box, either on paper or online (Young, 2015).
Questionnaires are widely used as a research tool, particularly in education, due to their effectiveness in collecting data from large groups, such as entire classes or multiple classes (Griffee, 2012) The design of these questionnaires is crucial for ensuring accurate and relevant data collection.
The study utilized a 5-level Likert scale survey to assess grade 10 students' attitudes towards peer feedback in English speaking classes Participants rated their agreement with various statements using the scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree).
The questionnaire preparation involved four key stages: initially, items were proposed for each target theme (Cognitive, Affective, Behavioral) based on content analysis Next, a pilot study was conducted to test the reliability of the questionnaire, leading to modifications based on the findings Finally, the revised version was reviewed and utilized in the main study.
The student questionnaire consisted of two sections, as detailed in Appendix A Part I included three items focused on gathering demographic information, such as age, gender, and years of English learning This essential data provides a comprehensive overview of the participants' demographics and their language learning experience (Hatch).
2002).There were 35 items in part II which were designed on the basis of Itmeizeh (2016)’s
The study examines the influence of peer correction on minimizing errors in written essays among English language students at PAUC, alongside their attitudes towards this method A questionnaire was meticulously reviewed to assess the perceptions of grade 10 students regarding peer feedback in English speaking classes at Vung Tau High School.
Part II of the study was structured into three key sections, focusing on students' attitudes across three components: cognitive, affective, and behavioral A total of 35 question items were categorized into these three main themes.
- 23 items from number 1 to 23 were related to cognitive component of students’ attitudes towards peer feedback in English speaking classes
- 7 items from number 24 to 30 were related to affective component of students’ attitudes towards peer feedback in English speaking classes
- 5 items from number 31 to 35 were related to behavioral component of students’ attitudes towards peer feedback in English speaking classes
The study included in-depth interviews with 10 students from two classes, following a questionnaire Participants were asked five interview questions that aligned with the questionnaire, allowing for exploration of related topics based on their responses This qualitative approach was chosen to enhance the findings, as in-depth interviews facilitate the collection of extensive information regarding interviewees' behaviors, attitudes, and perceptions Additionally, interviewers had the opportunity to ask follow-up questions and revisit key topics, leading to a deeper understanding of the participants' motivations and insights.
In-depth interviews are crucial for generating insightful responses, as they allow interviewers to establish rapport with participants, making them feel more comfortable This method enables interviewers to monitor changes in tone and word choice, providing a deeper understanding of the participants' perspectives Additionally, face-to-face interactions allow researchers to observe body language, further enriching the data collected Compared to other data collection methods, such as surveys, in-depth interviews offer a higher quality of sampling and yield more detailed information Furthermore, this approach requires fewer participants to obtain valuable insights, making it an efficient choice for qualitative research.
A semi-structured interview is a conversational method where an interviewer asks predetermined questions to gather information while allowing participants to discuss important issues This approach combines the benefits of structured and unstructured interviews, providing reliable data and the flexibility to ask follow-up questions for clarification According to Cohen, Manion, and Morrison (2000), semi-structured interviews are effective for focusing on specific topics and collecting substantial data quickly By designing a thematic framework in advance, both the interviewer and participant remain focused, fostering effective two-way communication.
Semi-structured interviews, while valuable, have notable drawbacks, as highlighted by Newcomer (2015) The open-ended format can lead to leading questions, which may bias responses, while respondents might provide answers they believe the interviewer desires, resulting in social desirability bias Acknowledging these challenges, the researcher aimed to maintain an encouraging and unbiased approach during interviews with participating teachers To mitigate these issues, the researcher outlined specific topics in advance, focusing on attitudes towards peer feedback in English speaking classes, and structured the interview by starting with simpler questions to build rapport before progressing to more complex inquiries.
To enhance the qualitative aspect of the study, semi-structured interviews were conducted with 10 English teachers The interview questions were crafted in English to ensure comprehension among the participants To validate the study's reliability, a pilot test was performed with two additional English teachers from Vung Tau High School The interviews centered on 13 questions exploring the teachers' attitudes toward peer feedback in English speaking activities for grade 10 students at Vung Tau High School.
The interview questions for teacher participants were divided into two parts Part I included six items focused on gathering demographic information and teaching experience, such as age, gender, years of teaching, average class size, grades taught, and the frequency of using peer feedback in their teaching This foundational data is essential for creating a comprehensive overview of the participants' demographics and teaching backgrounds (Hatch, 2002).
Part II of the study is structured into three key sections, focusing on teachers' attitudes through cognitive, affective, and behavioral components The interview data aims to enhance the survey findings, with 13 selected questions addressing these attitude components Specifically, the first nine questions target the cognitive dimension of teachers' attitudes towards peer feedback in grade 10 English speaking classes.
2 questions for exploring the affective dimension and the last 2 questions relating to behavioral dimension.
Research procedure
The research conducted over six weeks in the first semester of 2020 involved learners practicing peer feedback during six speaking lessons, guided by their teacher The peer feedback technique was introduced at the start of units 1 and 2, focusing on familiar topics such as “A day in the life of…” and “School talks.” Students discussed their daily routines and shared interests, fostering a comfortable environment for providing comments Initially, time was allocated for students to get to know each other, followed by a brief overview of the peer feedback process, its benefits, and its application in speaking classes.
In the first week, the teacher introduced the concept of peer feedback to the students and engaged them in speaking activities from Unit 1: “A Day in the Life of…”, helping them become familiar with the peer feedback process.
In week 2, when conducting speaking activities in Unit 2: “School talk”, the teacher got students to give peer feedback in groups, using feedback forms
In weeks 3-6, the teacher continued getting students to give peer feedback in groups
The teacher promoted individual peer feedback through feedback forms during speaking activities in Units 3 to 6, which cover topics such as "People's Background," "Special Education," "Technology and You," and "An Excursion." Additionally, the teacher developed a questionnaire and semi-structured interview questions to enhance the learning experience.
*Procedure of conducting an English-speaking class implementing peer feedback in groups/ individually
The teacher introduced the topic and facilitated warm-up activities to brainstorm relevant vocabulary, encouraging students to listen attentively and take notes Students then engaged in individual, pair, or group discussions to practice various activities, such as generating ideas, answering questions, and conversing on assigned topics To enhance learning, the teacher provided feedback forms to the pairs and groups while also retaining some for her own assessment.
After a presentation by the selected representative of each group, the teacher requested that all groups complete their feedback forms, while she also filled in her own Subsequently, she randomly selected a group to share their feedback, emphasizing six key aspects rated from 0 to 4, along with additional comments.
The teacher gathered all the feedback forms and provided comments or bonus points, which were then returned to the group presenter Students were required to revise their presentations at home based on the feedback from classmates and the teacher In the following speaking class, students would present their modified presentations.
The researcher utilized two types of feedback forms: one for groups and another for individuals, both of which included the feedback provider's name and group number Each form was structured into two parts; Part I required students to assess the presentation across six criteria—vocabulary, grammar, pronunciation, ideas, fluency, and confidence—using a 5-point scale ranging from '0-Very Poor' to '4-Excellent', with a total score calculated at the end Part II consisted of two open-ended questions, where students could express their favorite aspects of the presentation and suggest areas for improvement.
At the conclusion of unit 6, the teacher administered a survey to assess students' attitudes towards peer feedback in English speaking classes To ensure clarity, the researcher displayed the questionnaire on screen and provided translations and explanations for each item in Vietnamese Students were encouraged to ask questions if they encountered difficulties The questionnaire was initially piloted with five students, followed by in-depth interviews with ten students from two classes These interviews featured open-ended questions that aligned with the questionnaire, prompting students to elaborate on their cognitive, affective, and behavioral responses to peer feedback in speaking classes.
Data on teachers' attitudes were gathered through 10 semi-structured interviews conducted over 5 days, with each teacher given time to review the questions beforehand The interviews, lasting 15 to 20 minutes each and recorded via cell phone, primarily addressed 13 key items while allowing teachers to provide additional insights All discussions were held in English.
The researcher utilized SPSS version 20 to analyze the questionnaire data gathered from students, while the information obtained from in-depth interviews and semi-structured formats was examined through qualitative content analysis.
Data collection procedure
Data collection took place over six weeks in September and October of the 2020-2021 academic year, coinciding with the start of the first semester when students were enthusiastic about the new school year and curriculum A total of 80 questionnaires were distributed to 10th-grade students at Vung Tau High School The questionnaire was carefully selected and modified based on previous research and was piloted with five students participating in the study.
A questionnaire was administered to grade 10 students studying English, accompanied by a brief speech to clarify its purpose Following the introduction, students received guidelines and a set of questions, spending at least fifteen minutes to complete it Designed in a Likert scale format, the questionnaire was distributed after the 6th speaking lesson, with students assured of confidentiality and the research-only use of their responses They were encouraged to provide honest answers, which were highly valued Ultimately, all 80 copies of the questionnaire were returned to the researcher on time.
In the subsequent session, the collected questionnaires were analyzed for quantitative value using SPSS version 20, focusing on mean scores, frequency, and standard deviation of the items The findings from the descriptive analysis enabled the researcher to draw accurate conclusions from the research data.
The study included in-depth interviews with 10 students from two classes, following a questionnaire These interviews featured open-ended questions that allowed for a deeper exploration of the questionnaire results The purpose of the interviews was clearly communicated beforehand, and each student spent five to seven minutes responding The students' answers were recorded and subsequently analyzed using qualitative content analysis.
Semi-structured interviews were conducted to gather data on teachers' attitudes, with the interview questions being piloted by two teachers to ensure validity (Dürnyei, 2003) Each English teacher participated in the interview process.
15 to 25 minutes to answer the interview questions The teachers’ answers were recorded to analyze The information collected from the semi-structured interview was analyzed by using qualitative content analysis.
Data analysis procedures
The researcher employed the questionnaire instruments and SPSS, which “can handle quantitative and qualitative questionnaire data in an integrated manner” (Dửrnyei,
2003) Moreover, descriptive statistics provide a simple overview of the data, which enables researchers to gain a greater overall understanding of the data set (Mackey, & Gass, 2005)
Data analysis involves two main types of data: quantitative and qualitative Quantitative data was analyzed using SPSS software, focusing on metrics such as mean, standard deviation, and frequency The findings were summarized by calculating means for Likert scale questions and condensing responses for open-ended questions With 35 items on the Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree), the distance value was determined using the formula: (Maximum – Minimum)/n.
= (5-1)/5 = 0.8 The meaning of the each range was presented as follows:
The arithmetic mean (M), standard deviations (SD), and frequency percentages for each question were computed using a consistent program and presented in text tables Additionally, Cronbach's alpha coefficients were calculated to assess the reliability and internal consistency of the values displayed in the tables.
Qualitative data will be gathered through in-depth and semi-structured interviews, with recordings transcribed for research purposes Bloor et al (2001) emphasize the importance of transcribing all spoken content, including contributions from all speakers and any unfinished or interrupted dialogue Subsequently, the data will be analyzed using a logical analysis approach, which is effective for exploring the interconnections between definitions, beliefs, and evaluations (Williams, 1981).
The analysis of participant responses utilized a content analysis approach, consisting of three key steps: familiarizing and organizing, coding and recoding, and summarizing and interpreting In-depth interviews with students were coded as S1 through S10, while teacher interviewees were designated as T1 through T10.
Reliability
A pilot study on reliability statistics was conducted on October 12, 2020, involving five students from the researcher's current English class Following this, the main questionnaire was administered on October 17, 2020.
2 English classes with a total number of 80 students Task- completion required 15 minutes
The reliability of methods in published science education research is often assessed using Cronbach's alpha, a statistic recognized as crucial in test construction (Cronbach, 1951) Cortina (1993) describes it as "one of the most important and pervasive statistics" in this field, making its application in multi-item measurement research a standard practice (Schmitt, 1996) Cronbach's alpha is particularly emphasized in the development of scales for measuring attitudes and other affective constructs, highlighting its significance in research (Trobia, 2011).
A higher alpha value indicates greater consistency and accuracy of a scale, with a crucial threshold of 0.70 suggested by Trobia (2011) for ensuring scale correctness As shown in Table 3.2, the Cronbach alpha for these items is 0.803, demonstrating their reliability and relatively high internal consistency.
Table 3.2: Reliability statistics of students’ questionnaire
Summary
This chapter outlines the research methodology, including the research setting, participants, and design It discusses the research instruments used, such as questionnaires, in-depth interviews, and semi-structured interviews Additionally, it provides detailed information on data collection and analysis procedures, concluding with an assessment of the study's reliability The subsequent chapter presents the results derived from these methodologies.