Luận văn an investigation into the effectiveness of peer written feedback on the development of esl writing for the 11th specialized english grade in sontay high school

CHU THI PHUONG LINH AN INVESTIGATION INTO THE EFFECTTIVENESS OF PEER-WRITTEN FEEDBACK ON THE DEVELOPMENT OF ESL WRITING FOR THE 11" SPECIALIZED ENGLISH GRADE IN SONTAY HIGH SCHOOL Khả

CHU THI PHUONG LINH

AN INVESTIGATION INTO THE EFFECTTIVENESS OF PEER-WRITTEN

FEEDBACK ON THE DEVELOPMENT OF ESL WRITING FOR THE 11"

SPECIALIZED ENGLISH GRADE IN SONTAY HIGH SCHOOL

(Khảo sát về tỉnh hiệu quả của phương pháp sứ dụng ý kiến phản hồi của ban học tỏi việc phát triển kỹ năng viết Tiếng Anh đổi với học sinh lớp 11 chuyên

Anh — Trường THPT Sơn Tây}

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111

Hanoi — 2015

AN INVESTIGATION INTO THE EFFECTTIVENESS OF PEER-WRITTEN

EEDBACK ON TH DEVELOPMENT OF ESL WRITING FOR TUE 11"

SPECIALIZED ENGLISH GRADE IN SONTAY HIGH SCHOOL

(Khảo sát vé tinh hiệu quả của phương pháp sử dụng ý kiến phân hải của ban học tới việc phát triển kỹ năng viết Tiếng Anh đối với học sinh lớp 41 chuyên

Anh — Trường THPT Sơn Tây)

MLA MLNOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111

Supervisor: Assoc Prof Dr Nguyen Van Do

Hanoi — 2015

DECLARATION

I confirm that the thesis “4m Investigation inta the Effectiveness of Peer-writien

Feedback to the Development of FST Writing for 11 Grade Majoring English in

Sontay Ligh school” is a presentation of my original research work It was carried

out under the consultant of Prof Assoc Dr Nguyen Van Do

T also declare thal quotation for the information and references im the thesis has

obeyed academic rules

T hereby want to confirm that this research had never bean published anywhere before the submission aud this rescarch is ouly carried out in the Lramework of a master thesis

Tale: -

Signature:

© Quantitative research: 1s used to quantify data by generating numerical

data or data that can be Iransformed ito usable slabislivs Tl uses measurable data to

formulate facts and uncover patterns

* Meam: an average score within a set of munber

© Mim: the lowest number ina range

« Max: ‘The highest point or number in a range

« Mode: ‘he most frequently number ina set

Deviation Standard: a measure of the spread of the score within a set of

data

Variance: A measurement of the spread between mumbers in a data set

vii

INTRODUCTION

1 Rationale of the stady

Teedback in education is seen to take a crucial contribution to the improvement of

students’ EST learning Tt takes benefits in improving “both encouraging and

consolidating learning” (Anderson, 1992, Brophy, 1981, Vygotsky, 1978 cited in

Ken Ilyland and Fiona Ilyland, 2006) In most of the traditional ESL class,

especially writing section, giving feedback and correctness 1o students is one of the

important tasks of the teachers, as feedback takes benefits in creating supporting learning environment, as well as instructing students a model sample of writing With the help of teacher, students have fewer burdens with thei work

Ilowever, the help of teacher's feedback in the proficiency of students” ESL writing

skill just has benefits in same aspects The researchers found out that focusing on

the help of leacher only would be problematic as they just understand the ‘outer lay- out’ of the problems without understanding the core reason of the errors and how to

make the writing improved As a consequence, students will have sherl-lerm

improvement on their revised lesson and they will be casy to make the mistakes again ‘thus, one of the duties of teachers is to discover an effective way to facilitate

students’ learning without the help of teacher’s feedback and help them avoid the above-mentioned troubles

To prepare for students a good writing skill, teachers should try to combine different strategies with the aim of helping students learn betler and onhancing writing skill because “Second language writers often benefit most and make most

progress when teachers contribute to this goal through a variety of intervention

strategies available in classroom settings” Skroll (2003) Among many interventions, using students’ peer feedback in writing is one of the effective

strategies Ta this method, students conduct their first writing product In the next

stage, they cxchange it with their peer to receive their friend's feedback.

TABLE OF CONTENTS DECLARATION

1 Rationale of the study

2 Aims of the study

5 Previous research findings about the study we

6 Organization of the research paper

CHAPTER 2: LITERATURE REVIEW

3.1 An overview dƒ feedbadĂ on 1

4, The purposes and drawbacks of peer-written feedback

4.1 The purposes of feedback on English Second Language writing development |

CHAPTER 3: RESEARCH METHODOLOGY

1 Context of the study

1.2 The writing program caplied mir grade majoring nghi in Sontay ay high

2 Research design

iv

ACKNOWLEDGEMENTS

With boundless love and great atlitude, T would like lo send my deepest sincere and

appreciation to the people who devote their valuable work and time for the

researchers during the time conducting the research Without their help, this

rescarch would have never becn completed

Virst of all, 1 would like to express my special thankfulness to my supervisor, Prof

Asaoe Nguyen Van Do for the guidance, support, consistence advice as well as

remarks and engagements through the process of this master thesis All of his help contributes to bring the success to the research

I would also like to send my appreciation to all the participants of this thesis They

are Mrs Nguyen Thu Huyen- the former teacher of 11" English gifted class in

Sontay high school, Mrs Le Phuong Lan- the teacher of English and 45 students in

this class, who willingly shared their precious time and efforts to help me complete

the questionnaire and conduct a long series of writing test during four months of

collecting data Without their support, the thesis would never been fulfilled

Thope to send my thanks lo my colleague, teachers and English teaching staffs in

Sontay high school for their valuable critical feedbacks, comments and

encowagements

Tast but not leasl, Tam very grateful tomy family and (riends, who always stand by

ame and give me mental support as well as encouragement to complete the master

thesis

ACKNOWLEDGEMENTS

With boundless love and great atlitude, T would like lo send my deepest sincere and

appreciation to the people who devote their valuable work and time for the

researchers during the time conducting the research Without their help, this

rescarch would have never becn completed

Virst of all, 1 would like to express my special thankfulness to my supervisor, Prof

Asaoe Nguyen Van Do for the guidance, support, consistence advice as well as

remarks and engagements through the process of this master thesis All of his help contributes to bring the success to the research

I would also like to send my appreciation to all the participants of this thesis They

are Mrs Nguyen Thu Huyen- the former teacher of 11" English gifted class in

Sontay high school, Mrs Le Phuong Lan- the teacher of English and 45 students in

this class, who willingly shared their precious time and efforts to help me complete

the questionnaire and conduct a long series of writing test during four months of

collecting data Without their support, the thesis would never been fulfilled

Thope to send my thanks lo my colleague, teachers and English teaching staffs in

Sontay high school for their valuable critical feedbacks, comments and

encowagements

Tast but not leasl, Tam very grateful tomy family and (riends, who always stand by

ame and give me mental support as well as encouragement to complete the master

thesis

ACKNOWLEDGEMENTS

With boundless love and great atlitude, T would like lo send my deepest sincere and

appreciation to the people who devote their valuable work and time for the

researchers during the time conducting the research Without their help, this

rescarch would have never becn completed

Virst of all, 1 would like to express my special thankfulness to my supervisor, Prof

Asaoe Nguyen Van Do for the guidance, support, consistence advice as well as

remarks and engagements through the process of this master thesis All of his help contributes to bring the success to the research

I would also like to send my appreciation to all the participants of this thesis They

are Mrs Nguyen Thu Huyen- the former teacher of 11" English gifted class in

Sontay high school, Mrs Le Phuong Lan- the teacher of English and 45 students in

this class, who willingly shared their precious time and efforts to help me complete

the questionnaire and conduct a long series of writing test during four months of

collecting data Without their support, the thesis would never been fulfilled

Thope to send my thanks lo my colleague, teachers and English teaching staffs in

Sontay high school for their valuable critical feedbacks, comments and

encowagements

Tast but not leasl, Tam very grateful tomy family and (riends, who always stand by

ame and give me mental support as well as encouragement to complete the master

thesis

© Quantitative research: 1s used to quantify data by generating numerical

data or data that can be Iransformed ito usable slabislivs Tl uses measurable data to

formulate facts and uncover patterns

* Meam: an average score within a set of munber

© Mim: the lowest number ina range

« Max: ‘The highest point or number in a range

« Mode: ‘he most frequently number ina set

Deviation Standard: a measure of the spread of the score within a set of

data

Variance: A measurement of the spread between mumbers in a data set

vii

LISTS OF TABLES AND FIGURES

T List of Tables

1 Table 1: The number of population in the two groups of students

2 Table 2: Students’ altitude towards peer written feedback on (heir writing skill

3 Table 3: Writing score scales of students’ Pre-test

4 Table 4: Writing score scales of students’ Post- test

5 Table 5: The disadvantages of poor written feedback on students’ writing

UL List of Charts

1 Chart 1; Students’ experience in English

2 Churt 2: Studenls’ alitude iowards Fnglish language learning

3 Chart 3: Number of students preferring students’ comment or teacher’s comment

Chart 4: ‘The number of errors students make in the Pre- test and Post- test

woes Chart 5: Number of mistakes can be shown and corrected

ACKNOWLEDGEMENTS

With boundless love and great atlitude, T would like lo send my deepest sincere and

appreciation to the people who devote their valuable work and time for the

researchers during the time conducting the research Without their help, this

rescarch would have never becn completed

Virst of all, 1 would like to express my special thankfulness to my supervisor, Prof

Asaoe Nguyen Van Do for the guidance, support, consistence advice as well as

remarks and engagements through the process of this master thesis All of his help contributes to bring the success to the research

I would also like to send my appreciation to all the participants of this thesis They

are Mrs Nguyen Thu Huyen- the former teacher of 11" English gifted class in

Sontay high school, Mrs Le Phuong Lan- the teacher of English and 45 students in

this class, who willingly shared their precious time and efforts to help me complete

the questionnaire and conduct a long series of writing test during four months of

collecting data Without their support, the thesis would never been fulfilled

Thope to send my thanks lo my colleague, teachers and English teaching staffs in

Sontay high school for their valuable critical feedbacks, comments and

encowagements

Tast but not leasl, Tam very grateful tomy family and (riends, who always stand by

ame and give me mental support as well as encouragement to complete the master

thesis

2 Recommendation to exploit students’ more role of peer- written feedback in

2.1 Clear checklist oF rubrics ccc cscs cs tcsssaescnnes eeeesresee., đỒ

2.3 Heedback should illuminate both the sirength and the areas for development4Q

3 Limitation of the study

© Quantitative research: 1s used to quantify data by generating numerical

data or data that can be Iransformed ito usable slabislivs Tl uses measurable data to

formulate facts and uncover patterns

* Meam: an average score within a set of munber

© Mim: the lowest number ina range

« Max: ‘The highest point or number in a range

« Mode: ‘he most frequently number ina set

Deviation Standard: a measure of the spread of the score within a set of

data

Variance: A measurement of the spread between mumbers in a data set

vii

ACKNOWLEDGEMENTS

With boundless love and great atlitude, T would like lo send my deepest sincere and

appreciation to the people who devote their valuable work and time for the

researchers during the time conducting the research Without their help, this

rescarch would have never becn completed

Virst of all, 1 would like to express my special thankfulness to my supervisor, Prof

Asaoe Nguyen Van Do for the guidance, support, consistence advice as well as

remarks and engagements through the process of this master thesis All of his help contributes to bring the success to the research

I would also like to send my appreciation to all the participants of this thesis They

are Mrs Nguyen Thu Huyen- the former teacher of 11" English gifted class in

Sontay high school, Mrs Le Phuong Lan- the teacher of English and 45 students in

this class, who willingly shared their precious time and efforts to help me complete

the questionnaire and conduct a long series of writing test during four months of

collecting data Without their support, the thesis would never been fulfilled

Thope to send my thanks lo my colleague, teachers and English teaching staffs in

Sontay high school for their valuable critical feedbacks, comments and

encowagements

Tast but not leasl, Tam very grateful tomy family and (riends, who always stand by

ame and give me mental support as well as encouragement to complete the master

thesis

LISTS OF TABLES AND FIGURES

T List of Tables

1 Table 1: The number of population in the two groups of students

2 Table 2: Students’ altitude towards peer written feedback on (heir writing skill

3 Table 3: Writing score scales of students’ Pre-test

4 Table 4: Writing score scales of students’ Post- test

5 Table 5: The disadvantages of poor written feedback on students’ writing

UL List of Charts

1 Chart 1; Students’ experience in English

2 Churt 2: Studenls’ alitude iowards Fnglish language learning

3 Chart 3: Number of students preferring students’ comment or teacher’s comment

Chart 4: ‘The number of errors students make in the Pre- test and Post- test

woes Chart 5: Number of mistakes can be shown and corrected

ABSTRACT

‘The study is designed to investigate the effect of peer written feedback on the

development of ESL writing skill for the 11" grade The study primarily aims to explore the attitude of 11" grade students majoring Fnglish towards peer writlen feedback activity ‘his study also explores students’ writing aspects which had been

improved thanks to the feedback from their peers The results of the research may be

proved 10 sugges! sore implications for the teacher to exploil more roles of peer

written feedback withm ESL writing lesson

Firstly, the sample including 45 students in 11" grade majoring English in Sontay

high school was required to do the proficiency tests to measure the level of

improvement students had thanks to the help of thew peer-feedback After that, half

of them were asked Lo allend the survey to give the data for the atlilude of studenis

towards peer written feedback im the ESL writing The collected data were then presented under the form of tables and charts ‘The result showed that students had mixed attitude towards peer-written feedback However, the number of students

having, positive attitude were out-numbered than those who has negative viewpoint

about it

The main instrument to collect research data were students’ writing tests measured

during the four-month testing ‘he change in the assessment and the mumber of

mistakes which could be realized and corrected indicated that peer written feedback

had improved the quality of students’ writing products im some aspecls

ii

LISTS OF TABLES AND FIGURES

T List of Tables

1 Table 1: The number of population in the two groups of students

2 Table 2: Students’ altitude towards peer written feedback on (heir writing skill

3 Table 3: Writing score scales of students’ Pre-test

4 Table 4: Writing score scales of students’ Post- test

5 Table 5: The disadvantages of poor written feedback on students’ writing

UL List of Charts

1 Chart 1; Students’ experience in English

2 Churt 2: Studenls’ alitude iowards Fnglish language learning

3 Chart 3: Number of students preferring students’ comment or teacher’s comment

Chart 4: ‘The number of errors students make in the Pre- test and Post- test

woes Chart 5: Number of mistakes can be shown and corrected

LISTS OF TABLES AND FIGURES

T List of Tables

1 Table 1: The number of population in the two groups of students

2 Table 2: Students’ altitude towards peer written feedback on (heir writing skill

3 Table 3: Writing score scales of students’ Pre-test

4 Table 4: Writing score scales of students’ Post- test

5 Table 5: The disadvantages of poor written feedback on students’ writing

UL List of Charts

1 Chart 1; Students’ experience in English

2 Churt 2: Studenls’ alitude iowards Fnglish language learning

3 Chart 3: Number of students preferring students’ comment or teacher’s comment

Chart 4: ‘The number of errors students make in the Pre- test and Post- test

woes Chart 5: Number of mistakes can be shown and corrected

TABLE OF CONTENTS DECLARATION

1 Rationale of the study

2 Aims of the study

5 Previous research findings about the study we

6 Organization of the research paper

CHAPTER 2: LITERATURE REVIEW

3.1 An overview dƒ feedbadĂ on 1

4, The purposes and drawbacks of peer-written feedback

4.1 The purposes of feedback on English Second Language writing development |

CHAPTER 3: RESEARCH METHODOLOGY

1 Context of the study

1.2 The writing program caplied mir grade majoring nghi in Sontay ay high

2 Research design

iv

2 Recommendation to exploit students’ more role of peer- written feedback in

2.1 Clear checklist oF rubrics ccc cscs cs tcsssaescnnes eeeesresee., đỒ

2.3 Heedback should illuminate both the sirength and the areas for development4Q

3 Limitation of the study

2 Recommendation to exploit students’ more role of peer- written feedback in

2.1 Clear checklist oF rubrics ccc cscs cs tcsssaescnnes eeeesresee., đỒ

2.3 Heedback should illuminate both the sirength and the areas for development4Q

3 Limitation of the study

INTRODUCTION

1 Rationale of the stady

Teedback in education is seen to take a crucial contribution to the improvement of

students’ EST learning Tt takes benefits in improving “both encouraging and

consolidating learning” (Anderson, 1992, Brophy, 1981, Vygotsky, 1978 cited in

Ken Ilyland and Fiona Ilyland, 2006) In most of the traditional ESL class,

especially writing section, giving feedback and correctness 1o students is one of the

important tasks of the teachers, as feedback takes benefits in creating supporting learning environment, as well as instructing students a model sample of writing With the help of teacher, students have fewer burdens with thei work

Ilowever, the help of teacher's feedback in the proficiency of students” ESL writing

skill just has benefits in same aspects The researchers found out that focusing on

the help of leacher only would be problematic as they just understand the ‘outer lay- out’ of the problems without understanding the core reason of the errors and how to

make the writing improved As a consequence, students will have sherl-lerm

improvement on their revised lesson and they will be casy to make the mistakes again ‘thus, one of the duties of teachers is to discover an effective way to facilitate

students’ learning without the help of teacher’s feedback and help them avoid the above-mentioned troubles

To prepare for students a good writing skill, teachers should try to combine different strategies with the aim of helping students learn betler and onhancing writing skill because “Second language writers often benefit most and make most

progress when teachers contribute to this goal through a variety of intervention

strategies available in classroom settings” Skroll (2003) Among many interventions, using students’ peer feedback in writing is one of the effective

strategies Ta this method, students conduct their first writing product In the next

stage, they cxchange it with their peer to receive their friend's feedback.

INTRODUCTION

1 Rationale of the stady

Teedback in education is seen to take a crucial contribution to the improvement of

students’ EST learning Tt takes benefits in improving “both encouraging and

consolidating learning” (Anderson, 1992, Brophy, 1981, Vygotsky, 1978 cited in

Ken Ilyland and Fiona Ilyland, 2006) In most of the traditional ESL class,

especially writing section, giving feedback and correctness 1o students is one of the

important tasks of the teachers, as feedback takes benefits in creating supporting learning environment, as well as instructing students a model sample of writing With the help of teacher, students have fewer burdens with thei work

Ilowever, the help of teacher's feedback in the proficiency of students” ESL writing

skill just has benefits in same aspects The researchers found out that focusing on

the help of leacher only would be problematic as they just understand the ‘outer lay- out’ of the problems without understanding the core reason of the errors and how to

make the writing improved As a consequence, students will have sherl-lerm

improvement on their revised lesson and they will be casy to make the mistakes again ‘thus, one of the duties of teachers is to discover an effective way to facilitate

students’ learning without the help of teacher’s feedback and help them avoid the above-mentioned troubles

To prepare for students a good writing skill, teachers should try to combine different strategies with the aim of helping students learn betler and onhancing writing skill because “Second language writers often benefit most and make most

progress when teachers contribute to this goal through a variety of intervention

strategies available in classroom settings” Skroll (2003) Among many interventions, using students’ peer feedback in writing is one of the effective

strategies Ta this method, students conduct their first writing product In the next

stage, they cxchange it with their peer to receive their friend's feedback.

INTRODUCTION

1 Rationale of the stady

Teedback in education is seen to take a crucial contribution to the improvement of

students’ EST learning Tt takes benefits in improving “both encouraging and

consolidating learning” (Anderson, 1992, Brophy, 1981, Vygotsky, 1978 cited in

Ken Ilyland and Fiona Ilyland, 2006) In most of the traditional ESL class,

especially writing section, giving feedback and correctness 1o students is one of the

important tasks of the teachers, as feedback takes benefits in creating supporting learning environment, as well as instructing students a model sample of writing With the help of teacher, students have fewer burdens with thei work

Ilowever, the help of teacher's feedback in the proficiency of students” ESL writing

skill just has benefits in same aspects The researchers found out that focusing on

the help of leacher only would be problematic as they just understand the ‘outer lay- out’ of the problems without understanding the core reason of the errors and how to

make the writing improved As a consequence, students will have sherl-lerm

improvement on their revised lesson and they will be casy to make the mistakes again ‘thus, one of the duties of teachers is to discover an effective way to facilitate

students’ learning without the help of teacher’s feedback and help them avoid the above-mentioned troubles

To prepare for students a good writing skill, teachers should try to combine different strategies with the aim of helping students learn betler and onhancing writing skill because “Second language writers often benefit most and make most

progress when teachers contribute to this goal through a variety of intervention

strategies available in classroom settings” Skroll (2003) Among many interventions, using students’ peer feedback in writing is one of the effective

strategies Ta this method, students conduct their first writing product In the next

stage, they cxchange it with their peer to receive their friend's feedback.

INTRODUCTION

1 Rationale of the stady

Teedback in education is seen to take a crucial contribution to the improvement of

students’ EST learning Tt takes benefits in improving “both encouraging and

consolidating learning” (Anderson, 1992, Brophy, 1981, Vygotsky, 1978 cited in

Ken Ilyland and Fiona Ilyland, 2006) In most of the traditional ESL class,

especially writing section, giving feedback and correctness 1o students is one of the

important tasks of the teachers, as feedback takes benefits in creating supporting learning environment, as well as instructing students a model sample of writing With the help of teacher, students have fewer burdens with thei work

Ilowever, the help of teacher's feedback in the proficiency of students” ESL writing

skill just has benefits in same aspects The researchers found out that focusing on

the help of leacher only would be problematic as they just understand the ‘outer lay- out’ of the problems without understanding the core reason of the errors and how to

make the writing improved As a consequence, students will have sherl-lerm

improvement on their revised lesson and they will be casy to make the mistakes again ‘thus, one of the duties of teachers is to discover an effective way to facilitate

students’ learning without the help of teacher’s feedback and help them avoid the above-mentioned troubles

To prepare for students a good writing skill, teachers should try to combine different strategies with the aim of helping students learn betler and onhancing writing skill because “Second language writers often benefit most and make most

progress when teachers contribute to this goal through a variety of intervention

strategies available in classroom settings” Skroll (2003) Among many interventions, using students’ peer feedback in writing is one of the effective

strategies Ta this method, students conduct their first writing product In the next

stage, they cxchange it with their peer to receive their friend's feedback.

ACKNOWLEDGEMENTS

With boundless love and great atlitude, T would like lo send my deepest sincere and

appreciation to the people who devote their valuable work and time for the

researchers during the time conducting the research Without their help, this

rescarch would have never becn completed

Virst of all, 1 would like to express my special thankfulness to my supervisor, Prof

Asaoe Nguyen Van Do for the guidance, support, consistence advice as well as

remarks and engagements through the process of this master thesis All of his help contributes to bring the success to the research

I would also like to send my appreciation to all the participants of this thesis They

are Mrs Nguyen Thu Huyen- the former teacher of 11" English gifted class in

Sontay high school, Mrs Le Phuong Lan- the teacher of English and 45 students in

this class, who willingly shared their precious time and efforts to help me complete

the questionnaire and conduct a long series of writing test during four months of

collecting data Without their support, the thesis would never been fulfilled

Thope to send my thanks lo my colleague, teachers and English teaching staffs in

Sontay high school for their valuable critical feedbacks, comments and

encowagements

Tast but not leasl, Tam very grateful tomy family and (riends, who always stand by

ame and give me mental support as well as encouragement to complete the master

thesis

© Quantitative research: 1s used to quantify data by generating numerical

data or data that can be Iransformed ito usable slabislivs Tl uses measurable data to

formulate facts and uncover patterns

* Meam: an average score within a set of munber

© Mim: the lowest number ina range

« Max: ‘The highest point or number in a range

« Mode: ‘he most frequently number ina set

Deviation Standard: a measure of the spread of the score within a set of

data

Variance: A measurement of the spread between mumbers in a data set

vii

ABSTRACT

‘The study is designed to investigate the effect of peer written feedback on the

development of ESL writing skill for the 11" grade The study primarily aims to explore the attitude of 11" grade students majoring Fnglish towards peer writlen feedback activity ‘his study also explores students’ writing aspects which had been

improved thanks to the feedback from their peers The results of the research may be

proved 10 sugges! sore implications for the teacher to exploil more roles of peer

written feedback withm ESL writing lesson

Firstly, the sample including 45 students in 11" grade majoring English in Sontay

high school was required to do the proficiency tests to measure the level of

improvement students had thanks to the help of thew peer-feedback After that, half

of them were asked Lo allend the survey to give the data for the atlilude of studenis

towards peer written feedback im the ESL writing The collected data were then presented under the form of tables and charts ‘The result showed that students had mixed attitude towards peer-written feedback However, the number of students

having, positive attitude were out-numbered than those who has negative viewpoint

about it

The main instrument to collect research data were students’ writing tests measured

during the four-month testing ‘he change in the assessment and the mumber of

mistakes which could be realized and corrected indicated that peer written feedback

had improved the quality of students’ writing products im some aspecls

ii

ACKNOWLEDGEMENTS

With boundless love and great atlitude, T would like lo send my deepest sincere and

appreciation to the people who devote their valuable work and time for the

researchers during the time conducting the research Without their help, this

rescarch would have never becn completed

Virst of all, 1 would like to express my special thankfulness to my supervisor, Prof

Asaoe Nguyen Van Do for the guidance, support, consistence advice as well as

remarks and engagements through the process of this master thesis All of his help contributes to bring the success to the research

I would also like to send my appreciation to all the participants of this thesis They

are Mrs Nguyen Thu Huyen- the former teacher of 11" English gifted class in

Sontay high school, Mrs Le Phuong Lan- the teacher of English and 45 students in

this class, who willingly shared their precious time and efforts to help me complete

the questionnaire and conduct a long series of writing test during four months of

collecting data Without their support, the thesis would never been fulfilled

Thope to send my thanks lo my colleague, teachers and English teaching staffs in

Sontay high school for their valuable critical feedbacks, comments and

encowagements

Tast but not leasl, Tam very grateful tomy family and (riends, who always stand by

ame and give me mental support as well as encouragement to complete the master

thesis

TABLE OF CONTENTS DECLARATION

1 Rationale of the study

2 Aims of the study

5 Previous research findings about the study we

6 Organization of the research paper

CHAPTER 2: LITERATURE REVIEW

3.1 An overview dƒ feedbadĂ on 1

4, The purposes and drawbacks of peer-written feedback

4.1 The purposes of feedback on English Second Language writing development |

CHAPTER 3: RESEARCH METHODOLOGY

1 Context of the study

1.2 The writing program caplied mir grade majoring nghi in Sontay ay high

2 Research design

iv

2 Recommendation to exploit students’ more role of peer- written feedback in

2.1 Clear checklist oF rubrics ccc cscs cs tcsssaescnnes eeeesresee., đỒ

2.3 Heedback should illuminate both the sirength and the areas for development4Q

3 Limitation of the study

© Quantitative research: 1s used to quantify data by generating numerical

data or data that can be Iransformed ito usable slabislivs Tl uses measurable data to

formulate facts and uncover patterns

* Meam: an average score within a set of munber

© Mim: the lowest number ina range

« Max: ‘The highest point or number in a range

« Mode: ‘he most frequently number ina set

Deviation Standard: a measure of the spread of the score within a set of

data

Variance: A measurement of the spread between mumbers in a data set

vii

INTRODUCTION

1 Rationale of the stady

Teedback in education is seen to take a crucial contribution to the improvement of

students’ EST learning Tt takes benefits in improving “both encouraging and

consolidating learning” (Anderson, 1992, Brophy, 1981, Vygotsky, 1978 cited in

Ken Ilyland and Fiona Ilyland, 2006) In most of the traditional ESL class,

especially writing section, giving feedback and correctness 1o students is one of the

important tasks of the teachers, as feedback takes benefits in creating supporting learning environment, as well as instructing students a model sample of writing With the help of teacher, students have fewer burdens with thei work

Ilowever, the help of teacher's feedback in the proficiency of students” ESL writing

skill just has benefits in same aspects The researchers found out that focusing on

the help of leacher only would be problematic as they just understand the ‘outer lay- out’ of the problems without understanding the core reason of the errors and how to

make the writing improved As a consequence, students will have sherl-lerm

improvement on their revised lesson and they will be casy to make the mistakes again ‘thus, one of the duties of teachers is to discover an effective way to facilitate

students’ learning without the help of teacher’s feedback and help them avoid the above-mentioned troubles

To prepare for students a good writing skill, teachers should try to combine different strategies with the aim of helping students learn betler and onhancing writing skill because “Second language writers often benefit most and make most

progress when teachers contribute to this goal through a variety of intervention

strategies available in classroom settings” Skroll (2003) Among many interventions, using students’ peer feedback in writing is one of the effective

strategies Ta this method, students conduct their first writing product In the next

stage, they cxchange it with their peer to receive their friend's feedback.

2 Recommendation to exploit students’ more role of peer- written feedback in

2.1 Clear checklist oF rubrics ccc cscs cs tcsssaescnnes eeeesresee., đỒ

2.3 Heedback should illuminate both the sirength and the areas for development4Q

3 Limitation of the study

2 Recommendation to exploit students’ more role of peer- written feedback in

2.1 Clear checklist oF rubrics ccc cscs cs tcsssaescnnes eeeesresee., đỒ

2.3 Heedback should illuminate both the sirength and the areas for development4Q

3 Limitation of the study

ABSTRACT

‘The study is designed to investigate the effect of peer written feedback on the

development of ESL writing skill for the 11" grade The study primarily aims to explore the attitude of 11" grade students majoring Fnglish towards peer writlen feedback activity ‘his study also explores students’ writing aspects which had been

improved thanks to the feedback from their peers The results of the research may be

proved 10 sugges! sore implications for the teacher to exploil more roles of peer

written feedback withm ESL writing lesson

Firstly, the sample including 45 students in 11" grade majoring English in Sontay

high school was required to do the proficiency tests to measure the level of

improvement students had thanks to the help of thew peer-feedback After that, half

of them were asked Lo allend the survey to give the data for the atlilude of studenis

towards peer written feedback im the ESL writing The collected data were then presented under the form of tables and charts ‘The result showed that students had mixed attitude towards peer-written feedback However, the number of students

having, positive attitude were out-numbered than those who has negative viewpoint

about it

The main instrument to collect research data were students’ writing tests measured

during the four-month testing ‘he change in the assessment and the mumber of

mistakes which could be realized and corrected indicated that peer written feedback

had improved the quality of students’ writing products im some aspecls

ii