INTRODUCTION
Rationale for the study
English is increasingly essential for international communication, encompassing both speaking and writing Writing significantly impacts various life aspects, yet traditional teaching methods often stifle creativity by relying on fixed outlines and similar ideas To enhance the quality of writing lessons, it is crucial to explore more effective approaches that engage both teachers and students in the writing process.
In recent years, educators have shifted from traditional teacher-centered methods to learner-centered approaches, aiming to create an equitable environment for both teachers and students (Nunan, 1992) A significant trend in English language teaching is the integration of skills, which fosters innovation and enhances language competence through peer collaboration Collaborative learning, as highlighted by Shehadeh (2011), has gained international recognition in second language education, helping students develop writing skills and gain valuable experience Storch (2005) emphasized that cooperative writing promotes social interaction and communication, transforming writing from an individual task into a collaborative effort This shift leads to more dynamic and interactive writing lessons, allowing students to express their opinions and exchange ideas to improve their work.
Collaboration is recognized as beneficial for enhancing the teaching and learning of foreign languages Numerous studies have explored the positive effects of collaborative writing, revealing it as an effective strategy for writing classes (Al-Nafiseh, 2013).
Students enhanced their knowledge through peer collaboration, which fostered mutual support in completing tasks (Dobao, 2013) This collaborative approach provided a valuable opportunity for group members to develop essential skills, including problem-solving, motivation, and self-directed learning Ultimately, collaborative writing, particularly through peer interaction, proved to be an effective tool in the teaching and learning of English.
Despite previous studies on peer collaboration, its application in actual lessons remains rare, as many teachers still favor traditional methods focused on textbook tasks However, the learner-centered approach is gaining popularity, as students seek to enhance their skills and knowledge through peer interaction This shift emphasizes the importance of developing integrated skills rather than focusing on a single aspect Consequently, educators are encouraged to create a more active and interactive learning environment A key recommendation is to design writing activities that incorporate peer collaboration, which this study aims to explore through real experiences in teaching and learning English writing.
Aims and objectives of the study
This study investigates the impact of peer collaboration on improving writing skills among grade 10 students at an upper-secondary school in Hung Yen It focuses on three key aspects: the methods of implementing peer collaboration in writing classes, students' perspectives on collaborative writing, and the potential disadvantages of this approach By conducting a case study, the research aims to enhance the writing teaching and learning process through collaborative activities and gather insights from students regarding their experiences.
Research methodology
This research focuses on grade 10 students at an upper-secondary school in Hung Yen, aiming to explore their perceptions of peer collaboration The study seeks to answer three key questions to fulfill its objectives.
1) In what way(s) is peer collaboration carried out to develop writing skills for grade 10 students in an upper-secondary school in Hung Yen?
2) What benefits do students gain from this process as perceived by them?
3) What are the drawbacks of this process as perceived by the students?
Significance of the study
This research aims to benefit both teachers and students by highlighting the advantages and disadvantages of collaborative writing Students will enhance their writing skills while learning to address common challenges and avoid mistakes in cooperative learning For teachers, the study serves as a valuable resource for refining their teaching methods, offering insights into effective peer collaboration Additionally, understanding student reflections is crucial for improving lesson outcomes Ultimately, the findings of this research will be advantageous for teaching and learning foreign languages.
Structure
This study contains five chapters The references and appendices are as follows
This is a brief description of the research It also introduces the goals and the questions of the research as well as indicates the significance of the study
This chapter provides essential insights into writing theories, covering their definitions, significance, and effective teaching techniques It also explores peer collaboration by defining its types and examining its effects on writing instruction and learning Additionally, relevant prior studies are referenced to contextualize the research approach of this study.
Chapter 3: Methodology The chapter describes the strategy and methodology used in the study It also concludes the method of data collection and the information related to the analysis
This chapter analyzes data gathered from interviews with teachers and students, along with students' written work The findings are then evaluated to facilitate a comprehensive discussion.
This article summarizes the key issues and presents conclusions, while also highlighting specific limitations of the study Additionally, it offers recommendations for future research endeavors.
Summary
The introduction of the study outlines its rationale, presenting key objectives and three pivotal research questions It emphasizes the significance of the research for both teachers and students, highlighting its potential impact Additionally, the chapter details the overall design of the study, setting the foundation for the subsequent analysis.
LITERATURE REVIEW
Theoretical background
2.1.1 Writing and teaching writing in ELF 2.1.1.1 The definition of writing
In their 2013 paper, "The Impact of Collaborative Writing on the Writing Fluency of Iranian EFL Learners," Biria and Jafari emphasize that writing is fundamentally the process of creating symbols on a surface They explain that these symbols must be arranged according to specific rules to form words, which are then organized into sentences Ultimately, a coherent series of sentences is structured and interconnected to convey meaning effectively.
Writing, as highlighted by various authors, is a crucial skill for L2 learners, enhancing their understanding of the language (Hyland, 2003) It serves as a powerful tool for expressing thoughts and ideas, making it essential for effective communication and language study (Foster, 2008; Tynjala, Mason, & Lonka, 2001; Weigle, 2002) Unlike speech, writing does not elicit immediate feedback, necessitating a careful approach from sentence construction to overall coherence (Byrne, 1988).
Writing is the process of expressing ideas, opinions, and feelings through letters or symbols It encompasses various genres and purposes, allowing for diverse writing styles Writers can either follow existing models or develop their own unique approaches to writing.
Teaching writing in EFL was conducted using different approaches, including typical ones:
Writing is categorized into various genres, each serving distinct social purposes, as highlighted by Hyland (2003), who emphasized the importance of achieving specific objectives in writing Students can practice diverse writing forms, including narratives, reports, informal letters, and articles, across different contexts The genre approach to teaching writing involves three key steps: presentation, practice, and production Teachers provide essential information, typical genre models, suggested structures, useful language, and effective writing tips, allowing students to engage in tasks and complete their writing Each genre possesses unique features, and it is the teacher's responsibility to equip students with the necessary knowledge to produce texts that adhere to these conventions, which is particularly beneficial for those aiming for efficient exam writing However, if the product writing lessons are applied rigidly, they may become monotonous and lack interactivity, diminishing engagement for both teachers and students.
The product writing approach emphasizes the results achieved by learners, enabling them to reach their objectives by following specific instructions, techniques, and writing tips By providing typical models, this method allows learners to quickly master effective writing skills This strategy is particularly beneficial for those seeking immediate outcomes or preparing for competitions.
Process writing was an approach in which learners focused on the process to produce their written products rather than on the products themselves Brown
Writing is fundamentally a thinking process, where final outputs emerge after careful contemplation (2001) The process approach emphasizes the active role of learners, encouraging collaboration with teachers and peers to maximize their potential According to Badger & White (2000), this approach prioritizes essential writing skills—such as planning, revising, and drafting—over mere linguistic knowledge like spelling and grammar Furthermore, learners progress through distinct stages of writing, including planning, drafting, revising, editing, and publishing, to produce polished written works (Belinda, 2006).
The writing process typically involves three main steps: prewriting, drafting, and revising, though some variations may include editing and evaluating Each writer approaches this process uniquely, influenced by their course level and specific writing goals Consequently, learners can effectively reach their objectives by adapting the writing process to suit their individual needs.
According to Williams (2003), creating an outline is essential for ensuring coherence and cohesion in writing, as it helps organize main points, supporting ideas, and examples effectively Curry (2003) emphasized the importance of brainstorming in the pre-writing process, allowing students to explore and exchange ideas related to their topics Additionally, planning and outlining are crucial strategies that facilitate successful writing by providing a structured approach, which saves time and minimizes the risk of overlooking important points Collaboration during the pre-writing stage is also beneficial, as it fosters discussion and information gathering, enabling learners to complete tasks more effectively through cooperative activities.
Drafting is the phase where learners begin writing after gathering information and creating an outline (Williams, 2003) This stage involves writing under a time constraint, allowing students to express their ideas on paper Following the drafting process, they can review and correct any errors, making it an essential opportunity for practice and refinement of their thoughts.
Drafting helps articulate a writer's ideas, while revising is crucial for refining the content According to Williams (2003), after completing the initial draft, writers should reorganize sentences and substitute vocabulary and structures with more suitable alternatives It is beneficial for learners to incorporate additional supporting ideas or examples and remove unnecessary sentences to enhance the overall quality of their writing.
The final stage of writing emphasizes linguistic accuracy, focusing on grammar, spelling, and punctuation Editing should occur after the content is finalized, allowing writers to either edit independently or engage in peer editing The effectiveness of this process depends on the diligence of the writers and their partners Once editing is complete, the writing is deemed ready for publication In foreign language education, both product and process writing are commonly used, each possessing unique characteristics outlined in the accompanying table.
Table 1: The comparison between process writing and product writing
The process approach The product approach
text as a resource for comparison
This study found that the process approach is ideal for facilitating collaborative writing activities, allowing learners to practice their writing skills through various stages This method enables students to discover and enhance their writing abilities while providing ample opportunities for interaction and teamwork Additionally, it offers teachers the flexibility to design and implement appropriate activities tailored to each stage of the writing process.
Collaboration is defined as a cooperative group activity where individuals coordinate to complete tasks (Patel et al., 2000) It involves group members with diverse knowledge, skills, and competencies Liu & Hansen (2002) introduced the concept of peer feedback, emphasizing student responsibility in editing and providing comments on classmates' work Bartels (2003) further clarified that peer response, also referred to as peer feedback or peer editing, involves learners actively interacting with each other to review and give constructive feedback.
Peer collaboration involves learners working together in pairs or groups to discuss, share information, and support each other towards a common goal (Richards & Schmidt, 2010) This concept aligns with the broader framework of cooperative learning, emphasizing teamwork and mutual assistance among participants.
Collaborative writing involves learners working in pairs or small groups to create a single text, fostering a sense of shared authorship and responsibility throughout the writing process This approach enhances access to diverse ideas and knowledge, promoting motivation through collective goals By sharing insights and contributions, participants can produce a superior final product compared to working in isolation.
Writing skills for Grade 10 students in Vietnam
Education is vital for a country's development, and in Vietnam, the government recognizes the significance of English for international integration As a dominant global language, English plays a crucial role in various aspects of life in Vietnam Since the 1990s, it has been a mandatory subject in schools and featured in key examinations (Van et al, 2011) Despite notable advancements in English teaching and learning, challenges remain (Tien, 2013) In response, educators are innovating teaching methods and updating curricula A key development is the introduction of a new English textbook aimed at enhancing students' communicative skills—speaking, listening, writing, and reading—while also providing insights into the cultures of English-speaking countries Ultimately, English is intended to be a valuable asset for students in their daily lives and future careers.
The new upper-secondary school textbooks have introduced significant changes, particularly in grade 10, where students explore 10 units covering life, society, environment, and future topics Each unit comprises 8 periods, including sections on language, reading, speaking, listening, writing, communication, culture, and project work In writing, students practice vocabulary and grammar to produce texts of 120-150 words expressing personal opinions The flexible lesson structure allows teachers to incorporate various writing tasks, making lessons engaging and beneficial Students can work independently or collaborate with peers, ensuring that regardless of their learning styles, they receive guidance to enhance their abilities for future development.
Review of previous related studies and gap for research
In the 21st century, collaborative writing has gained popularity in English classes due to its numerous benefits Consequently, many researchers have explored the effects of collaborative writing on the teaching and learning of English.
Storch (2005) investigated the advantages of pair and group work in enhancing English writing skills by comparing texts produced collaboratively with those created individually in an ESL classroom at an Australian university Participants had the option to work alone or in groups, and individual interviews provided insights into their collaborative writing experiences The findings revealed that students who collaborated produced shorter yet grammatically accurate and complex texts, while also benefiting from the opportunity to share ideas and feedback Although some limitations existed, the majority of students reported positive experiences with collaborative writing In a subsequent study, Storch found that while twenty students wrote individually, eighteen students worked in pairs, with most pair participants displaying a positive attitude despite their novice status Notably, students reported gains in self-confidence and speaking skills, highlighting the effectiveness of collaborative writing in fostering discussion, production, and fulfillment.
In a study by Shehadeh (2011) examining the efficiency of collaboration in writing and students' attitudes, two classes of English as a foreign language learners completed identical writing assignments over a semester One class worked individually, while the other collaborated in pairs The majority of students responded positively to the experience, despite it being new to them Many expressed satisfaction with collaborative writing, noting improvements not only in their writing skills but also in their self-confidence and speaking abilities.
In 2015, Khanh conducted a study to explore the effects of collaborative writing on the writing quality and perceptions of 62 second-year students at the Faculty of Foreign Languages, Ho Chi Minh City Open University The participants were divided into an Experimental group of 35 and a Control group of 27 Data was collected through pre-tests, post-tests, and semi-structured interviews The findings revealed that most students viewed collaborative writing positively, noting its effectiveness in enhancing their writing quality.
The main points of some previous studies were summarized in the table below:
Table 2: The summary of the previous studies
Author Research settings Methodology Conclusion
- an ESL classroom at an Australian university
- Pairs produced shorter but better texts in terms of task fulfillment, grammatical accuracy, and complexity
- Collaboration afforded students the opportunity to pool ideas and provide each other with feedback
- Most students were positive about the experience, although some did express some reservations about collaborative writing
- at a large university in the UAE (United Arab Emirates)
- Collaborative writing had an overall significant effect on students‟ L2 writing
- The effect was significant for content, organization, and vocabulary
- Most students in the CW condition found the experience enjoyable and felt that it contributed to their L2 learning
- 48 male Saudi Arabian university students
- Subjects‟ essay scores, Interview, Questionnaire,
- Students who wrote their essays in collaboration with each other produce better written texts than those who wrote their essays by themselves
- Collaborative learning had a positive effect on the students‟ attitudes towards writing in English
- sixty- two 2nd year students
- at the Faculty of Foreign Languages of Ho Chi Minh City Open University
- Pre-tests and post- tests, and semi- structured interviews
- The students had positive attitudes towards collaborative writing
- Collaborative writing not only improved students‟ writing skills of collaborative, but also enhanced individual writing skills
Numerous studies indicate that writing collaboration significantly enhances students' writing skills, resulting in improved grammatical accuracy and linguistic complexity (Storch, 2005; Jafari and Ansari, 2012) Collaborative efforts provide students with greater opportunities to exchange information and discuss writing strategies (Storch, 2011; Dobao and Blum, 2013; Farrah, 2011) This teamwork not only enriches content and organization but also expands vocabulary usage (Shehadeh, 2011) Research by Al-Nafiseh (2013), Albesher (2014), and Al Ajmi and Ali (2014) supports these findings, highlighting the effectiveness of collaborative writing in ELF/ESL contexts Overall, studies consistently show that collaborative writing yields better outcomes than individual efforts, with students expressing positive attitudes towards the benefits of working together.
While previous studies have highlighted the benefits of collaborative writing, they often overlook its potential drawbacks, which can lead to challenges for both teachers and students Research on peer collaboration in Vietnam has primarily focused on college and university students, neglecting upper secondary school contexts Additionally, there is a lack of studies addressing effective English writing instruction for 10th-grade students in Vietnam This study aims to explore the impact of peer collaboration on students and discuss the associated benefits and challenges faced by both teachers and learners.
Summary
This chapter examined theories of collaborative writing and peer collaboration in the context of teaching and learning English writing It also presented an overview of the writing skills of 10th-grade students in Vietnam Additionally, previous related studies were analyzed and compared in Table 2 to highlight and identify existing research gaps.
METHODOLOGY
Research paradigm and research design
Research methodologies can be broadly categorized into qualitative and quantitative approaches, each serving distinct purposes yet occasionally overlapping in application Qualitative research relies on verbal narratives, encompassing spoken or written data, while quantitative research employs statistical observations to draw conclusions (Lyon et al., 2015) While it is challenging to determine which method is superior, both approaches are undeniably effective and valuable in the research process.
The research utilizes a qualitative approach, focusing on human experiences and observations This method offers flexibility, allowing adaptation based on the quality of the collected data If initial findings are inconclusive, the researcher can explore alternative methods for gathering new information.
The case study method is chosen as the primary research design for this thesis due to its ability to focus on a specific situation within a broader research field (Bryman, 2017) This approach allows for in-depth exploration of a limited number of subjects and samples, particularly in an upper-secondary school in Hung Yen By concentrating on a small class, the case study facilitates observation of the collaborative writing process, highlighting both its effectiveness and potential drawbacks Consequently, this method not only provides valuable insights for English writing teachers to enhance their practices but also offers recommendations for effectively implementing collaborative writing on a larger scale.
Research setting and participants
A study was conducted with grade 10 students at an upper secondary school in Hung Yen to explore the impact of peer collaboration on writing skills The research aimed to examine the methods of peer collaboration in writing and gather students' perspectives on this collaborative process However, the study's findings may be limited due to the focus on a single class within one school in Hung Yen.
Hung Yen, located in the heart of the Red River Delta and approximately 30km from Hanoi, is a flat province with a well-connected road system, making it a significant economic zone attracting foreign investment As English becomes increasingly vital in this context, challenges persist in enhancing English proficiency among upper-secondary students, many of whom struggle with writing and expressing ideas This study focuses on 45 students from a reputable upper-secondary school known for its academic excellence, specifically analyzing their experiences with the new grade 10 English textbook developed by the Ministry of Education and Training (MET) While most students achieve average writing scores between 7.5 and 8.5, some lag behind with scores below 7 The innovative textbook, featuring fewer units but more tasks, integrates skills and activities that encourage practice and language development Writing lessons are designed to provide examples and guide students through relevant tasks, fostering creativity in their writing The new lesson plan challenges teachers to adapt their methods and explore effective teaching strategies, with peer collaboration highlighted as a beneficial approach to enhance integrated writing skills This study aims to demonstrate the impact of peer collaboration on the writing process for grade 10 students in an upper-secondary school setting.
In grade 10, class 10A1 uniquely utilizes the latest English textbook from the MET, consisting of 45 students—25 girls and 20 boys—who demonstrate a strong eagerness to learn and possess good English skills The English teacher employs various methods to actively engage students in writing lessons, emphasizing the integration of skills to enhance both writing and other language abilities This collaborative approach allows students to communicate and gather data for their writing During the research study, all students participated in the lesson, and after being informed about the research, 30 students expressed interest in interviews, with 28 ultimately participating.
Data collection
To bolster the objectives of the study, a number of data gathering methods have been applied The data collection process follows the procedure including observation and interview
The author participated in writing lessons to explore peer collaboration methods, utilizing an observation sheet (Appendix A) to record notes This sheet focused on the teacher's and students' preparations, along with the procedural activities across all writing stages: pre-writing, while writing, and post-writing Through careful observation, the author documented key advantages and disadvantages observed in the classroom, ensuring the sheet was available in both English and Vietnamese for ease of use.
The aim of observation was focusing on collaborative activities and students‟ reflections in writing class Therefore, the observation criteria mainly concentrated on the following points:
• Use of language in group work
• Use of mother tongue during class
Observation is a straightforward and widely used method for data collection, requiring less technical knowledge than other methods It allows researchers to become familiar with the subjects' customs, preferences, and issues, aiding in the development of hypotheses and predictions By utilizing various devices, observers can accurately assess the subjects, leading to more reliable data compared to indirect methods Additionally, observation minimizes the need for participants' willingness to report, making it an effective choice for gathering data in this study.
To investigate students' perceptions of peer collaboration in writing lessons, a set of questions was prepared (see Appendix B) Following the writing sessions, the researcher conducted semi-structured interviews with students, allowing for both predetermined and flexible questions to facilitate a natural conversation Each participant was interviewed individually to maintain privacy and ensure personal expression Students chose to respond in Vietnamese, as it enabled them to articulate their thoughts and opinions more confidently.
The primary advantage of this interview method was its flexibility, allowing the interviewer to adapt, reorder, and customize questions based on the situation Interviewers could also paraphrase or simplify questions to ensure they were suitable for each interviewee Additionally, the interviews could be recorded clearly and cost-effectively A total of twenty-eight students participated in the interviews, with detailed results presented in Chapter 4.
The data collection procedure was conducted after the teacher and students had agreed The detailed process included two main stages:
The researcher approached the teacher to explain the study and seek permission to observe the writing class After receiving support, the researcher noted the timetable and scheduled lesson observations This initial step in data collection involved observing classroom activities, with the researcher taking detailed notes as an observer.
In the second stage of the research, data was collected through interviews with students participating in collaborative writing lessons The researcher introduced the study to the entire class and sought their support, resulting in thirty students initially agreeing to participate, with twenty-eight ultimately completing the interviews Following each lesson, select groups of students were interviewed, allowing each to respond to the same questions multiple times for comprehensive data collection The researcher meticulously recorded their answers and insights, utilizing both a laptop and mobile phone for data reproduction and archiving The students' responses are documented in Appendix C.
Data analysis
The teacher's observations and interviews provided crucial data to address the first research question, while student results were analyzed to explore all three research questions The data were systematically classified and sifted to uncover connections, facilitating qualitative analysis The researcher employed thematic analysis to compare the collected data against established hypotheses, utilizing color-coding as an effective method to identify and group relevant ideas.
Methodological limitations
Data collection methods present various challenges that researchers must navigate Observing multiple lessons is crucial, as relying on a single session often yields insufficient data Individual experiences may vary, with some observers uncovering valuable insights while others find little of significance Additionally, researchers may incur costs related to transportation and the acquisition of advanced equipment, along with the time required for travel While interviews can be an effective data collection tool, they come with their own set of difficulties; interviewees may exhibit enthusiasm yet lack coherence, necessitating patience and thorough preparation from the interviewer Furthermore, managing time effectively is essential, as interviews can be quite time-consuming.
While the case study method offers convenience, it also presents significant limitations Ideally, a standard linguistic class for effective collaborative writing management should consist of around twenty students However, the actual upper secondary class in this study had forty-five students, which made it challenging for the teacher to maintain control Consequently, this large class size also hindered the researcher’s ability to collect data effectively.
FINDINGS AND DISCUSSION
Response to Research question 1
Writing activities were conducted in various formats, with collaborative tasks tailored to the lesson content Students engaged in large groups for initial warm-up activities, such as games and related questions During the pre-writing phase, they worked in pairs or small groups of 4 to 6 to brainstorm and outline main ideas In the post-writing stage, students assessed their peers' work, providing feedback and comments While many students enjoyed collaborating to produce group work, a significant number preferred to write individually The teacher utilized exemplary personal writings to highlight strengths and weaknesses, effectively aiding students in enhancing their writing skills.
Observation results revealed that students engaged in collaborative writing primarily through pair and group work, utilizing both the new textbook and additional materials During cooperative activities, most students demonstrated active interaction, although some expressed their opinions in English while others resorted to Vietnamese due to limited language proficiency.
A significant majority of students (92%) reported participating in peer collaboration for writing, which took place through various classroom activities This collaborative process included discussing ideas, co-writing, editing peers' work, and providing feedback While individual writing involves multiple cycles of brainstorming, organizing, writing, and revising, group writing enhances these efforts The researcher emphasized process writing in this study, structuring peer collaboration to align with its stages.
Peer collaboration proved to be an effective strategy for the teacher to introduce the writing topic To create a welcoming environment for students at the start of the lesson, the teacher facilitated a game that encouraged participation This game was adaptable, allowing for flexible arrangements in pairs, small groups, or larger groups.
For example, Unit 6 in new English 10 textbook had the writing topic:
In a classroom activity, the teacher engaged students by dividing them into two groups to discuss the pros and cons of "Working Mothers." One group focused on identifying the advantages while the other highlighted the disadvantages Through this interactive game, students not only explored the topic in depth but also uncovered key points for their writing, fostering a collaborative learning environment.
In writing classes, collaborative activities effectively encouraged students to brainstorm, plan, and outline their ideas together By organizing students into pairs, groups, or the entire class, they were able to share insights and generate ideas more efficiently The arrangement of students was based on class size, seating, and the nature of the activities, which often led to a faster flow of ideas Students then created both simple and detailed outlines to guide their individual writing Additionally, they identified relevant sources, including textbooks, reference books, and online materials To ensure quality writing, students established deadlines for each section of their work.
We can work in flexible groups to have conditions of interaction with a lot of different classmates The most common ways are working in pairs and in
In group activities, teachers often assign tasks to larger groups, ranging from ten to twenty students or even the entire class The board is organized into sections labeled with each group's name, allowing time for discussion and collaboration Students are encouraged to note their agreements on the board, as the teacher provides the main outline, guiding the class to collectively fill in the details.
Many students found collaborative product creation challenging due to their belief that writing is a personal expression of individuality, leading to reluctance in sharing their work Additionally, the diversity of writing styles among group members made joint drafting impractical Consequently, students opted for individual drafting to maintain their unique voices and styles.
To enhance their writing skills, students collaborated in groups of four to six members, with each individual responsible for a specific section of the project, resulting in a comprehensive final product.
In our group, the leader effectively divides the writing task into smaller sections, assigning specific roles to each member; for instance, one student handles the introduction, another writes the conclusion, while the rest focus on developing the main ideas We work efficiently under time constraints, collaborating to compile our contributions into a cohesive final product Additionally, we present our work on A0 paper, which we display in our designated area.
Giving and receiving peer feedback and comment were the typical and common ways of collaborative writing This process could be carried out in pairs or in groups
To create a coherent and cohesive final product from individual writings, students must revise and refine their work collectively It's crucial for all group members to review the text and provide constructive feedback to ensure unity However, achieving a seamless integration of different writing pieces can be challenging Additionally, groups can benefit from exchanging their drafts to enhance the quality of their collective writing.
The exhibition features six groups, each showcasing their students' products on A0 paper Members from other groups circulate to provide feedback using crayons Students can revise their work based on this feedback if time permits, or they may complete revisions as homework.
Encouraging students to write individually allows for the exchange of their work in various pairs, maximizing the feedback received An editor can efficiently identify and correct spelling, punctuation, formatting, and grammatical errors This collaborative approach not only enhances the learning experience but also saves time, as multiple individuals contribute simultaneously to the review process.
Waiting for teacher feedback can be lengthy due to the number of students needing assistance Engaging with peers through discussions and feedback can lead to better solutions While it may feel awkward to seek help from a teacher, collaborating with friends is often more comfortable Learning from classmates has significantly enhanced my writing skills and English proficiency.
Peer collaboration not only involves evaluation and feedback but also emphasizes learning from exemplary works By showcasing model texts, participants can compare their own products and identify the best strategies for enhancement.
Response to Research question 2
For several months, peer collaboration was a familiar practice in the classroom, leading to most students successfully keeping up with the teacher's tasks Approximately two-thirds of the students expressed interest in collaborating with their partners, contributing to a more stimulating classroom atmosphere This cooperative approach to writing activities fostered a friendly environment, allowing students to feel relaxed while sharing their ideas Consequently, they gained confidence in exchanging viewpoints and presenting opinions within the group As a result, the lessons not only focused on enhancing writing skills but also provided opportunities for students to develop their communication and integrated skills.
Collaborative work in pairs or groups provides students with a platform to express themselves, fostering a dynamic environment where more talkative and enthusiastic members often take the lead These active participants typically enhance group productivity by dividing tasks into manageable parts and offering support to their peers While conflicts and personal clashes may arise among group members, it is essential for students to navigate and resolve these issues independently, promoting personal growth and teamwork skills.
Participants, who had prior experience in collaborative writing, agreed to serve as interviewees The interviews were conducted, and the responses were summarized and classified Overall, students reported gaining benefits such as expanded knowledge, skill development, and personal expression through writing Collaborative group work provided students with valuable opportunities to generate ideas, engage in discussions, and create comprehensive outlines However, time constraints posed challenges, making it difficult for students to think critically and complete their writing with only one teacher's support for the entire class Nonetheless, cooperation allowed students to work more efficiently and enhance their knowledge across various areas.
In a typical forty-five minute lesson, it can be challenging to effectively plan main points, gather supporting ideas, and complete writing tasks Therefore, collaborating in writing is advantageous as it allows us to save time and accomplish more Additionally, working together helps overcome obstacles and prevents the frustration of writer's block.
A significant 33% of students expressed a desire to enhance their vocabulary and grammar through collaborative work rather than working individually Many students struggled with limited vocabulary and appropriate word choice, which hindered their writing Additionally, grammar mistakes were frequent, as students found it challenging to concentrate on syntax during the writing process.
I can outline effectively using the textbook model, but I struggle with word selection and maintaining proper grammar, often making errors in subject-verb agreement, tenses, and sentence structures Fortunately, my partner and teammates assist me in overcoming these challenges by collaborating to identify useful language and structures during our discussions.
Peer collaboration in writing enhances students' ability to provide and receive immediate feedback on language, an opportunity often absent in individual writing This collaborative approach may explain why group writing typically results in texts with improved grammatical accuracy and complexity compared to those produced by individual writers In the process writing framework, peer suggestions and feedback serve as valuable tools for students, enabling them to revise and refine their work before finalizing their drafts.
While the teacher provides support for our writing, time constraints prevent immediate feedback for every student during lessons Therefore, we engage in peer editing by exchanging our work in pairs or groups This collaborative approach not only enhances our writing skills but also allows us to learn from our classmates.
According to the findings, 43% of students indicated that collaborating with peers significantly enhanced their essential skills, including teamwork, problem-solving, self-study, presentation, communication, integrated skills, and leadership.
Teamwork presents both opportunities and challenges for students, as it encourages them to engage in listening and speaking, skills often overlooked during individual reading and writing tasks Collaborating in groups allows students to share ideas and suggestions effectively, fostering a supportive environment for discussion As a result, 25% of students reported that group work helped them enhance their integrated skills.
Listening to my friends is essential for showing politeness and respect Regardless of whether their ideas are strong or weak, they reflect personal viewpoints that deserve consideration Additionally, I aim to articulate my own opinions effectively, allowing me to practice integrated skills during lessons.
Students collaborated to identify solutions rather than relying solely on individual thought Occasionally, when a student struggled to organize main points and supporting ideas, having a supporter became essential Additionally, a significant 71% of students reported that they learned valuable insights from their peers.
I enhance my self-study skills by learning from my friends, which helps me gather valuable information for better participation in group discussions and peer collaboration For instance, when preparing for our upcoming lesson on working mothers, I focus on identifying key points in the textbook and creating outlines to capture the main ideas effectively.
Twenty percent of students reported that collaborating with peers boosted their self-confidence and writing skills, while also enhancing their presentation and communication abilities.
Fear of making mistakes and being ridiculed often hinders my ability to express my opinions However, I've realized that many of my classmates also struggle with English, which helps me feel more at ease when sharing my views or presenting in front of them.
Finally, collaborative activities created a good environment for students to show their characteristics To gain effective writing lessons, students were willing to express positive and enthusiastic attitude toward learning
Response to Research question 3
The observation process revealed several drawbacks of peer collaboration activities, particularly the noisy environment created by writing groups As students transitioned to different tables and engaged in discussions and debates, the classroom noise level increased significantly, negatively impacting neighboring classes.
The author observed varying levels of engagement among learners in group projects, noting that while some students were enthusiastic and actively contributed, others were less involved Certain individuals rarely shared their ideas, took notes, or participated in discussions, appearing disinterested and preferring to listen to others or engage in unrelated conversations Additionally, some students exhibited complete disengagement, showing no emotion and refraining from any form of communication or participation.
The author noted that many groups made minimal progress, with one group struggling due to a lack of diverse ideas in their writing, while another group faced disagreements on key topics to explore The teacher's ability to manage the class was hindered by the large number of groups and the overwhelming number of student inquiries, leading to a significant shortage of time for both the teacher and her students.
While peer collaboration offers numerous benefits, students also face specific challenges associated with this approach During interviews, several students expressed that they found peer collaboration to be inconvenient, often citing personal and interpersonal difficulties as common obstacles.
Many students experience individual challenges, feeling insufficient in knowledge and skills, which leads to embarrassment in expressing their opinions This lack of confidence hinders their ability to effectively engage in peer collaboration during writing activities.
Many students with limited English skills exhibited low interest in peer collaboration, with 18% feeling undervalued in group settings as more proficient members took on most tasks Their lack of vocabulary and writing abilities hindered their ability to contribute meaningful ideas, creating barriers within the group and leading to disengagement among some students.
Actually I feel quite confusing to our group assignment right now Sometimes I those ideas They say that those ideas are not good enough to convert into the writing They do not want to let me write since I am not good at English and therefore slow down the group work (Student M2)
Some students exhibited hesitation in participating in group work, with 14% expressing fear of making mistakes Others took a passive role, waiting for the stronger members to lead and present first While they occasionally had valuable ideas, they struggled to articulate them in writing Additionally, various factors negatively impacted group dynamics, as highlighted by one student's feedback.
Time constraints of just forty-five minutes make it challenging to concentrate, especially with the noise from other groups discussing their topics This disruption, coupled with the repetition of ideas among groups, further impedes our ability to write continuously and effectively.
Over half of the students (53%) reported facing interpersonal challenges, primarily due to varying levels of English proficiency and writing skills, which hindered effective collaboration Issues such as unequal participation, disagreements, and class management were common Higher-performing students often felt they bore the brunt of group assignments, viewing contributions from peers as ineffective or irrelevant Additionally, some students expressed concern that the blending of ideas in group work could negatively impact their individual perspectives and writing styles.
Collaborating with my partner has been challenging due to her reliance on me for guidance She struggles to brainstorm independently and often looks to me for hints At times, she is unsure of how to develop the ideas we discuss, leading me to take on the writing tasks myself.
My group consists of six members, but only K and I collaborate effectively The other four members struggle with their English skills, which hampers our progress One member is particularly lazy and neglects his responsibilities, while the others find it challenging to complete their tasks or engage in discussions with us They are unable to assist K and me in refining our work.
Unfair distribution of assignments can undermine peer collaboration, leading to feelings of envy among students within a group When one student perceives that another has received a more favorable task, it can jeopardize the overall effectiveness of group work.
In our group, B has a significantly easier role compared to mine, as my responsibilities involve crafting detailed statements, supporting ideas, and researching numerous examples and evidence for one of the main points in our project This process is both time-consuming and challenging for me, leading me to envy B's simpler task of merely summarizing the content.
Six students (21%) expressed concerns that collaborative work in pairs or groups could lead to two main issues: potential disagreements and challenges in class management The diverse perspectives of each student may result in arguments and conflicts, making it difficult for the teacher to maintain control, especially in larger classes.
Discussions
The results of the first research question were derived from various data collection methods, including interviews and observations, which provided insights into peer collaboration in a writing class The findings, based on interviews with both the teacher and students, as well as the researcher’s observations, revealed diverse approaches to writing peer collaboration Notably, activities were structured for students to work in pairs or groups, aligning with Kagan's (1994) study For example, the "Think-Pair-Share" method allowed students to discuss and exchange ideas in pairs after the teacher posed a question Additionally, the "Team-Pair-Solo" approach encouraged group collaboration to identify key points, followed by independent writing The "Showdown" activity was highlighted as effective, allowing group members to formulate private answers before engaging in group discussions.
„Using the board‟ and „Writing in pairs or groups‟ in the book „How to teach writing‟ were also applied in class through many distinguished and beneficial tasks
The findings from the initial research question support Harmer's (2014) three essential stages of writing: pre-writing, during writing, and post-writing Collaborative writing was implemented in various forms, each offering distinct advantages and disadvantages.
The researcher presented an overview of the findings from observations and interviews, highlighting both similarities with previous studies discussed in Chapter 2 and new insights discovered in this study A summary of this information is provided in the table below.
Table 3: The summarized findings of Research question 1 Similarities to the previous studies New findings
Peer review/ Peer comment (Storch, 2005; Al-Nafiseh, 2013;
- Choosing a typical writing as the model
The findings from the second research question, derived from interviews and observations, focused on students' perceptions of the benefits of peer collaboration in writing Research indicates that collaboration significantly enhances language learning and teaching (Al-Nafiseh, 2013; Biria & Jafari, 2013; Shehadeh, 2010) Students reported that working in pairs or groups allowed them to share information and provide feedback, which motivated them and improved essential skills such as self-study, teamwork, and presentation (Hillyard, 2010) While the study's findings aligned with previous research, students also noted that peer collaboration fostered the development of problem-solving skills They recognized that working together could lead to conflicts, emphasizing the importance of managing disagreements constructively Additionally, students acknowledged that collaborative writing effectively enhanced their vocabulary and grammar skills, highlighting the significant benefits of learning from peers.
In order to sum up main information from data analysis and comparison with the previous studies in chapter 2, the author indicated some similarities and differences in the following table:
Table 4: The summarized findings of Research question 2 Similarities to the previous studies New findings
- Background knowledge (Storch, 2011; Dobao and Blum, 2013)
Knowledge of language (Storch, 2005; Shehadeh, 2011)
The findings from the latest research question were derived using identical data collection methods, revealing consistent results with previous studies While the benefits of peer collaboration in writing were evident, certain drawbacks of this process were also unavoidable, as highlighted by Storch.
Collaborative writing may not be suitable for unconfident learners, as noted by Al-Nafiseh (2013), and peer editing can be time-consuming due to classroom limitations However, students reported that peer feedback could be time-efficient, given that teachers cannot address every student’s writing needs in class The study highlighted that varying levels of language competence posed challenges for collaboration, with stronger students preferring individual work and teacher feedback Some students expressed a desire to work independently to showcase their abilities, while others feared making mistakes in a collaborative setting, feeling their contributions were undervalued Dissatisfaction arose from unequal task distribution, leading to delays in progress, and group discussions often created noise that disrupted other classes Additionally, poor time management by the teacher could hinder task completion in writing lessons While peer collaboration promotes a learner-centered approach, its implementation in writing classes, especially with large groups of 40 to 45 students, requires careful planning and gradual modification for effective outcomes.
To sum up the findings and compare them with the previous studies in chapter 2, the similarities and new findings were presented in the table 5:
Table 5: The summarized findings of Research question 3 Similarities to the previous studies New findings
- Lack of knowledge and skills (Al- Nafiseh, 2013)
- Different levels and abilities (Al- Nafiseh, 2013)
CONCLUSION
Recapitulations of main findings
This study explored the implementation of peer collaboration in teaching English writing, involving both the teacher and students in a reflective process to uncover key findings.
Observations and interviews revealed that peer collaboration in writing lessons occurred through various methods, including both pairs and groups during all stages: pre-writing, while-writing, and post-writing Tasks were strategically distributed to maximize student participation in collaborative efforts Typically, collaborative activities were more prevalent before and after the writing process rather than during it, with students finding it easier to brainstorm, outline, and identify main points together Additionally, students benefited from peer feedback and reviews after completing their writing However, differing individual writing styles made it challenging to produce a cohesive final product Ultimately, engaging in diverse collaborative activities allowed students to enhance their writing skills and improve their English competence.
The findings from interviews and observations revealed that most students held positive attitudes towards peer collaboration in writing This collaborative process not only aided in the development of their writing skills but also enriched their knowledge While a few students questioned the effectiveness of collaborative writing, they did not express negative opinions or oppose the integration of peer collaboration in writing lessons.
The findings revealed significant drawbacks of collaborative writing as perceived by students, primarily rooted in personal and interpersonal issues Individual differences in learning styles and working methods contributed to challenges, while interpersonal conflicts arose from varying abilities, unequal participation, and disagreements Consequently, teachers faced obstacles such as class size, time constraints, and the need for quality lesson evaluations to implement collaborative writing effectively The researcher identified and summarized the underlying reasons for these problems from the students' perspectives.
Practical implications
While group and pair work are commonly utilized in language classrooms, the application of peer collaboration specifically for enhancing writing skills appears to be less prevalent Consequently, it is essential to gather insights into this process and understand students' perceptions regarding its effectiveness.
Most students reported a positive experience with peer collaboration in writing, highlighting its role in enhancing their knowledge and skills This collaborative process should be integrated into English writing instruction, as students believe they can learn from their classmates to improve their vocabulary and grammar Creating more opportunities for collaborative work is essential for information exchange and knowledge enhancement Additionally, students are more engaged in a learner-centered approach when working in a friendly environment, which fosters motivation for personal skill development and overall improvement.
While peer collaboration in writing offers students valuable opportunities to showcase their abilities and take on responsibilities, it also presents challenges such as disagreements and conflicts stemming from personal differences and varying levels of contribution Some students, feeling more capable, dominate discussions, while others struggle to share their ideas due to a lack of confidence, often preferring individual work due to past experiences Despite these challenges, Vietnamese cultural values emphasize harmony, leading to less severe disputes in writing classes To enhance the benefits of collaborative writing, students should prepare by acquiring essential skills and engaging in regular practice, which can help reduce confusion and build confidence Ultimately, increased classroom interaction fosters skill development and knowledge expansion, allowing students to bridge gaps and advance to higher levels of proficiency, significantly influenced by their positive motivation towards effective peer collaboration.
Despite advancements in teaching methods, the teacher remains crucial in classroom management, with the lesson's success hinging on their preparation and ability to address unexpected challenges Effective time management and group organization are essential, especially in large classes with limited time Teachers must provide clear instructions and offer support to students who struggle with collaboration Additionally, fostering a comfortable and confident learning environment is vital, requiring teachers to give encouragement and positive reinforcement Ultimately, teachers serve multiple roles: manager, instructor, supporter, assessor, and mediator, especially in resolving conflicts among students.
Peer collaboration offers both benefits and drawbacks, making it essential to assess its suitability for specific classes and learners While the teacher and students generally view peer collaboration positively for enhancing writing skills, it cannot be deemed universally the best approach Consequently, the teacher must consider the unique characteristics of the class, along with students' abilities and learning styles, to effectively implement this method Additionally, if students are reluctant to engage in collaborative activities, the teacher should be prepared to make flexible adjustments to accommodate their needs.
Students play a crucial role in the classroom, making their reflections on lessons invaluable When there is active interaction between teachers and students, the effectiveness of the lesson significantly increases.
Research limitations and future research
The study faced several limitations, primarily due to its narrow scope, as it was conducted in a single upper-secondary school class within a specific province, resulting in a small participant pool that may compromise the reliability of the findings While the research objectives were met, the conclusions drawn may only be applicable to local contexts Additionally, the researcher employed only two data collection methods—observation and interviews—along with quantitative analysis, which proved to be time-consuming and limited in depth The interview questions and observation sheets did not sufficiently uncover additional insights, and the absence of a qualitative approach restricted the exploration of diverse aspects of the issue, ultimately hindering the study's potential to leverage a broader range of research methodologies.
Despite inherent limitations in the research, the author aims to enhance writing instruction and learning through peer collaboration Recommendations for future studies include broadening the scope and context to improve generalizability Additionally, diversifying data collection methods—such as incorporating questionnaires alongside observations and interviews—could yield more comprehensive insights Employing both quantitative and qualitative approaches is also suggested to increase research efficiency.
Summary
The final chapter presents the study's conclusions, highlighting key findings in the initial section to demonstrate their implications in the subsequent section While acknowledging certain limitations, these can serve as valuable recommendations for future research.
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2 Teaching equipment Student 1 Books, notebooks
3 Post-writing Student 1 Pre-writing
1 Co-operative activities arrangement and organization
1 Receive and perform the activity
2 Work distribution and time management
1 Co-operative activities arrangement and organization
1 Receive and perform the activity
2 Work distribution and time management
PHIẾU QUAN SÁT LỚP HỌC
Họ và tên giáo viên:
Nội dung Đối tượng Ghi chú
2 Thiết bị dạy học Học sinh 1 Sách giáo khoa, vở ghi
2 Các nguồn tham khảo khác
Giáo viên 1 Trước khi viết
3 Sau khi viết Học sinh 1 Trước khi viết
1 Sắp xếp và tổ chức hoạt động hợp tác
2 Phân chia và kiểm soát thời gian
4 Kiểm tra, đánh giá hoạt động
1 Tiếp nhận và thực hiện hoạt động
2 Phân chia công việc và sắp xếp thời gian
3 Độ tập trung và hứng thú
4 Mức độ hoàn thành công việc
1 Sắp xếp và tổ chức hoạt động hợp tác
2 Phân chia và kiểm soát thời gian
4 Kiểm tra, đánh giá hoạt động
1 Tiếp nhận và thực hiện hoạt động
2 Phân chia công việc và sắp xếp thời gian
3 Độ tập trung và hứng thú
4 Mức độ hoàn thành công việc
APPENDIX B : INTERVIEWS’ QUESTIONS FOR STUDENTS
1 What is your name and which class are you in?
2 Do you learn old or new English textbook?
3 How do you learn in writing lesson?
4 What are advantages and disadvantages you have when writing individually?
5 In English writing lessons, do you take part in collaborative acitivities?
6 What collaborative activities do you usually take part in writing lessons?
7 In your opinion, what are the advantages of peer collaboration in learning writing?
8 Does collaborative writing help you to develop other skills? What are they?
9 Does the class become more interesting and effective when you write in collaboration?
10 Do you have any drawbacks when participating in peer collaboration?
11 Do you want to give and receive writing feedbacks from other classmates? Why or why not?
12 Do you prefer to write in collaboration or individually?
13 Do you have any suggestions to make peer collaboration in writing more beneficial?
BẢNG CÂU HỎI PHỎNG VẤN HỌC SINH
1 Chào em Em tên gì và đang học lớp nào?
2 Em đang học chương trình sách giáo khoa Tiếng Anh mới hay cũ?
3 Em thường học các tiết viết trên lớp như thế nào?
4 Em gặp những thuận lợi và khó khăn gì khi viết bài cá nhân?
5 Trong các tiết học viết, em có tham gia các hoạt động hợp tác đồng cấp không?
6 Em thường tham gia các hoạt động hợp tác đồng cấp nào trong các tiết học viết?
7 Theo em, việc hợp tác đồng cấp khi học viết có những ưu điểm gì?
8 Việc hợp tác đồng cấp trong tiết viết có giúp em phát triển các kĩ năng khác không? Nếu có thì là kĩ năng nào?
9 Các hoạt động hợp tác khi viết có giúp tiết học trở nên thú vị và hiệu quả hơn không?
10 Em có gặp khó khăn hay bất lợi gì trong quá trình tham gia các hoạt động hợp tác đồng cấp không?
11 Em có muốn trao đổi và chữa bài cho các bạn cùng lớp không? Tại sao?
12 Nếu cho em lựa chọn, em thích hợp tác trong bài viết hay viết cá nhân?
13 Em có đóng góp hay mong muốn gì để thay đổi các hoạt động hợp tác đồng cấp trong tiết viết trở nên hiệu quả hơn không?
1 HỌC SINH Y Người phỏng vấn: Chào em, cô có thể phỏng vấn em một chút được không?
Người phỏng vấn: Em tên là gì nhỉ?
Học sinh Y, học lớp 10A1, cho biết rằng em đang theo học chương trình sách giáo khoa mới.
Học sinh Y: Dạ, em học theo chương trình sách giáo khoa tiếng Anh mới ạ!
Trong quá trình học viết, học sinh thường được giáo viên cho tham gia vào các trò chơi học tập Điều này giúp tạo ra một môi trường học tập thú vị và khuyến khích sự sáng tạo trong việc viết lách.
Unit 6 có bài viết với chủ đề “Working Mothers” Cô giáo phân chia lớp thành 2 nhóm lớn và yêu cầu một nhóm tìm những ưu điểm, đồng thời nhóm còn lại tìm nhược điểm của “Working Mothers” Sau đó hai nhóm lần lượt trả lời các câu hỏi, nhóm nào trả lời được nhiều hơn sẽ thắng Trò chơi này không chỉ dẫn dắt chúng em tới chủ đề bài viết mà còn giúp chúng em tìm ra những ý chính của bài
Người phỏng vấn: Vậy trong các tiết viết em thu được những lợi ích gì trong quá trình em hợp tác cùng các bạn?
Học sinh Y chia sẻ rằng em có thể lập đề cương dựa trên mô hình trong sách giáo khoa, nhưng gặp khó khăn trong việc chọn từ và đảm bảo ngữ pháp khi viết Em thường mắc lỗi về chia động từ, các thì và cấu trúc Tuy nhiên, đồng đội của em hỗ trợ giải quyết những vấn đề này thông qua thảo luận, giúp nêu ra từ ngữ và cấu trúc hữu ích.
Người phỏng vấn: Vậy em có gặp bất lợi hay khó khăn gì không?
Học sinh Y chia sẻ rằng thời gian học thường quá ít, khiến em chưa thể thực hiện những điều mình mong muốn Em không thích cách cô giáo chỉ viết những ý chính trong lớp, vì điều này hạn chế khả năng sáng tạo của học sinh Em cảm thấy có sự phân chia giữa những người học tích cực và không tích cực, và bản thân em thuộc nhóm không tích cực do không thích những gì không phải do mình thực hiện Thêm vào đó, sự ồn ào từ bạn bè cũng làm em khó khăn trong việc duy trì sự tích cực trong học tập.
Người phỏng vấn: Vậy em nghĩ là có nên tiếp tục trong lớp không?
Học sinh Y: Theo em nghĩ là: trong đầu em nghĩ là “không” nhưng em vẫn nói là
Thứ nhất, thời gian có thể là một yếu tố hạn chế, nhưng nó cũng mang lại nhiều lợi ích như cải thiện khả năng giao tiếp trước đám đông và tăng cường sự tự tin Điều này rất quan trọng cho việc phát triển kỹ năng lãnh đạo, giúp em trở thành người đứng đầu trong một tổ chức nào đó Em rất thích những ý tưởng này.
Để khắc phục những khó khăn trong việc viết, học sinh Y cho rằng không nên viết ý trước mà nên để học sinh tự do viết và phát triển ý tưởng cùng từ vựng Sau đó, giáo viên sẽ ghi lại và tạo điều kiện cho sự trao đổi ý tưởng giữa các nhóm Học sinh Y cũng đề xuất thời gian cho một bài viết nên kéo dài khoảng 70 phút thay vì 45 phút để đảm bảo tính hợp lý.
Người phỏng vấn: Cảm ơn em đã tham gia phỏng vấn
2 HỌC SINH A1 Người phỏng vấn: Chào em, cô có thể phỏng vấn em một chút được không?
Người phỏng vấn: Em tên là gì nhỉ?
Học sinh A: Em tên là M, học lớp 10A1 ạ
Người phỏng vấn: Em thường học các tiết viết ở trên lớp như thế nào?
Trong sách giáo khoa, giáo viên thường hướng dẫn học sinh viết dàn ý theo chủ đề đã cho Cô sẽ đưa ra một luận điểm ban đầu, sau đó các học sinh sẽ tiếp tục phát triển các luận điểm tiếp theo.
Người phỏng vấn: Vậy trong các tiết viết em có tham gia các hoạt động hợp tác bạn học không?
Học sinh A cho biết rằng các hoạt động học tập được thực hiện qua nhiều hình thức, chủ yếu là làm việc theo cặp hoặc nhóm bốn người, giúp các thành viên tương tác và đóng góp cho mục tiêu chung Đôi khi, giáo viên tổ chức các nhiệm vụ trong nhóm lớn hơn, từ mười đến hai mươi học sinh hoặc toàn lớp Bảng được chia thành hai hoặc bốn phần, mỗi phần được gán cho một nhóm, và các nhóm có thời gian thảo luận để ghi lại ý chính Giáo viên cung cấp các phần chính của nhiệm vụ, và cả lớp cùng nhau hoàn thành.
Người phỏng vấn: Em có thu được những lợi ích gì từ quá trình em hợp tác với các bạn?
Học sinh A cho rằng những lợi ích của việc học nhóm bao gồm việc nâng cao tính hợp tác và khuyến khích sự sáng tạo trong các bài học tiếp theo Bên cạnh đó, việc học nhóm cũng giúp em có cơ hội học hỏi thêm từ bạn bè trong lớp, bổ sung những kiến thức còn thiếu.
Người phỏng vấn: Vậy em có gặp bất lợi hay khó khăn gì không?
Học sinh A cho biết rằng trong nhóm học, thường có sự kết hợp giữa những bạn học yếu và giỏi Những bạn yếu thường ít đưa ra luận điểm và ý kiến hơn so với các bạn giỏi, điều này ảnh hưởng đến sự thảo luận và tương tác trong nhóm.
Người phỏng vấn: Theo em hình thức này có nên tiếp tục trong lớp không?
Học sinh A: Em thưa cô là có ạ Người phỏng vấn: Và tiếp tục thì mình sẽ khắc phục như thế nào?
Học sinh A: Em thưa cô em nghĩ là các bạn nên có tính hợp tác với nhau và giúp đỡ nhau hơn
Người phỏng vấn: Cảm ơn em đã tham gia phỏng vấn!
3 HỌC SINH N Người phỏng vấn: Chào em, cô có thể phỏng vấn em một chút được không?
Học sinh N: Được ạ Người phỏng vấn: Em tên là gì nhỉ?
Học sinh N: Em tên là D, học sinh lớp 10A1 ạ
Người phỏng vấn: Em có thể cho cô biết là em đang học chương trình sách giáo khoa mới hay cũ được không?
Học sinh N: Chúng em đang học theo chương trình sách giáo khoa mới ạ Người phỏng vấn: Và em thường học các tiết viết trên lớp như thế nào?
Học sinh N chia sẻ rằng cô giáo và các em thường cùng nhau khám phá chủ đề bài viết, ghi lại những ý chính trước khi lập dàn ý, và sau đó mới bắt đầu viết.
Người phỏng vấn: Vậy trong các tiết viết em có tham gia các hoạt động hợp tác bạn học không?