Luận văn using peer feedback on enhancing writing paragraph skills for students at grade 12 in luong the vinh high school ha noi action research

VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST —- GRADUATE STUDIES ARRAREARAAR ARERR PHAM THI LAN HU USING PEER FEEDBACK ON ENHA

VIET NAM NATIONAL UNIVERSITY, HA NOI

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST —- GRADUATE STUDIES

ARRAREARAAR ARERR

PHAM THI LAN HU

USING PEER FEEDBACK ON ENHANCING

WRITING PARAGRAPH SKILLS FOR STUDENTS AT GRADE 12

IN LUONG THE VINH HIGH SCHOOL, HANOI: ACTION RESEARCH

Sứ dụng hình thức “sửa lỗi đằng đẳng” nhằm nâng cao kĩ năng viết đoạn

cho học sinh lớp 12 trường TIIPT Lương Thế Vinh, HA Noi:

Nghiên cứu hành động

MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: 60140111

Hã Nội - 2017

VIET NAM NATIONAL UNIVERSITY, HA NOL UNIVERSITY OF LANGUAGES & LNTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

AARR RAR AR ARR RARER

PHAM THI LAN HU

USING PEER FEEDBACK ON ENHANCING WRITING PARAGRAPII SKILLS FOR STUDENTS AT GRADE 12

IN LUONG THE VINA AIGH SCHOOT., HANOI: ACTION RESEARCH

Sử dụng hình thức “sửa lỗi đẳng đẳng” nhằm nâng cao kĩ năng vié

cho học sinh lớp 12 trường TIIPT Lương Thế Vinh, Hã Nội:

Nghiên cứu hành dộng

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111 Supervisor: Dr pO MINIIIIOANG

DECLARATION

I hereby certuly that the thesis enlilled “Using peer feedback on enhancing writing paragraph skills for students at grade 12 in Luong ‘The Vink high school, Ha Noi - Action research” is the resull of my own research for the Degree

of Master at the University of Languages and Intemational Studies, Viet Nam National University, and this thesis has not been submitted for any other degrees

Ha Noi, 2017

Pham Thi Lan Huong

LIST OF ABBRIVIATIONS ELT: Enghsh Language Teaching

ESL: English Second Language

L2: Sccond language

vil

TABLE OF CONTENTS

DECLARATION 0n yaaaa4a4

ACKNOWLEDGEMENTS ii

LIST OF ABBRIVIATIONS vũ LISTS OF FIGURES, TABLES AND CHARTS viti

PART I: INTRODUCTION

ACKNOWLEDGEMENTS

I would like primarily to thauk Dr, Dé Minh Hoang for helping me complete this study ‘This paper would not have been possible without his constant support and encouragement His patience and helpful criticism helped me confidently express my ideas into this paper I regard myself extremely fortunate in having him

as my dissertation supervisor

I would also like to express my sincere thanks to all my lecturers at the

Faculty of Post-graduate Studies, University of Languages and Intemational Studies

for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge

My special thanks go to my dear students at grade 12V3, Luong The Vinh high school, Hanoi who has helped me enthusiastically in writing lessons by applying the new technique and doing, questionnaire carefully

Finally, I would also like to express my deep gratitude and love to my devoted parents, my brother, my husband and my friends who gave me time and encouraged me lo complete this study

ABSTRACT

This study aimed al investigating the cflevliveness of peor fevdback in wriling lessons of the grade 12 students at Luong ‘the Vinh high school and the student’s

allitudes towards using (lis new lechmique The participants included one English

teacher who is also the researcher and 10 non-major English students trom the class

12V3 ‘The participants took part in the intervention stage in an action research

which the new lechique was applied in Ihe first semester of grade 12 The data

were collected through the student’s feedback form in 7 weeks and survey

questionnaire for students The results showed that peer feedback improved

considerably students’ writing skills in the frequency of making mistakes Tn

addition, the study also indicated that most of the students had positive attitudes

toward this new technique Some pedagogical implications limitations and

suggestions for further studies were inchuded! in this stucly.

3 Dnscussion

PART III: CONCLUSION

2 Tedagogicdl implicatlons

3 Limitations and suggestions for fiather research

RETERENCES

APPENDICES vscccsncseseenesenssennntnesee see

APPENDIX 1: PRE- QUESTIONNAIRE

APPENDIX 2: POST- QUESTIONNAIRE

APPENDIX 3: DATA ON PRE-QUESTIONNAIRE

APTTNDIX 4: DATA ON POST — QUESTIONNAIRE

APPENDIX 5: STUDENT FEEDBACK FORM

APPENDIX 6: DETAILED ACTION PLAN

43

43

45

3 Dnscussion

PART III: CONCLUSION

2 Tedagogicdl implicatlons

3 Limitations and suggestions for fiather research

RETERENCES

APPENDICES vscccsncseseenesenssennntnesee see

APPENDIX 1: PRE- QUESTIONNAIRE

APPENDIX 2: POST- QUESTIONNAIRE

APPENDIX 3: DATA ON PRE-QUESTIONNAIRE

APTTNDIX 4: DATA ON POST — QUESTIONNAIRE

APPENDIX 5: STUDENT FEEDBACK FORM

APPENDIX 6: DETAILED ACTION PLAN

43

43

45

ABSTRACT

This study aimed al investigating the cflevliveness of peor fevdback in wriling lessons of the grade 12 students at Luong ‘the Vinh high school and the student’s

allitudes towards using (lis new lechmique The participants included one English

teacher who is also the researcher and 10 non-major English students trom the class

12V3 ‘The participants took part in the intervention stage in an action research

which the new lechique was applied in Ihe first semester of grade 12 The data

were collected through the student’s feedback form in 7 weeks and survey

questionnaire for students The results showed that peer feedback improved

considerably students’ writing skills in the frequency of making mistakes Tn

addition, the study also indicated that most of the students had positive attitudes

toward this new technique Some pedagogical implications limitations and

suggestions for further studies were inchuded! in this stucly.

LISTS OF FIGURES, TABLES AND CHARTS Figure 1: Action research ycle

Table 1: Schedule of data collecting procedure

Chart 1: Tolal number af mistakes in pro-lesl and post-test

Table 2: Total number of mistakes identified by toacher and students Chart 2: Student's interest in peer feedback

Table 3: Student’s attitude towards the benefits of peor feedback

Chart 3: Student’s aitiludes lowards benefits of pecr [ecdback

Chart 4: Student’s view on using peer [cedback in the future

ABSTRACT

This study aimed al investigating the cflevliveness of peor fevdback in wriling lessons of the grade 12 students at Luong ‘the Vinh high school and the student’s

allitudes towards using (lis new lechmique The participants included one English

teacher who is also the researcher and 10 non-major English students trom the class

12V3 ‘The participants took part in the intervention stage in an action research

which the new lechique was applied in Ihe first semester of grade 12 The data

were collected through the student’s feedback form in 7 weeks and survey

questionnaire for students The results showed that peer feedback improved

considerably students’ writing skills in the frequency of making mistakes Tn

addition, the study also indicated that most of the students had positive attitudes

toward this new technique Some pedagogical implications limitations and

suggestions for further studies were inchuded! in this stucly.

LISTS OF FIGURES, TABLES AND CHARTS Figure 1: Action research ycle

Table 1: Schedule of data collecting procedure

Chart 1: Tolal number af mistakes in pro-lesl and post-test

Table 2: Total number of mistakes identified by toacher and students Chart 2: Student's interest in peer feedback

Table 3: Student’s attitude towards the benefits of peor feedback

Chart 3: Student’s aitiludes lowards benefits of pecr [ecdback

Chart 4: Student’s view on using peer [cedback in the future

ACKNOWLEDGEMENTS

I would like primarily to thauk Dr, Dé Minh Hoang for helping me complete this study ‘This paper would not have been possible without his constant support and encouragement His patience and helpful criticism helped me confidently express my ideas into this paper I regard myself extremely fortunate in having him

as my dissertation supervisor

I would also like to express my sincere thanks to all my lecturers at the

Faculty of Post-graduate Studies, University of Languages and Intemational Studies

for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge

My special thanks go to my dear students at grade 12V3, Luong The Vinh high school, Hanoi who has helped me enthusiastically in writing lessons by applying the new technique and doing, questionnaire carefully

Finally, I would also like to express my deep gratitude and love to my devoted parents, my brother, my husband and my friends who gave me time and encouraged me lo complete this study

3 Dnscussion

PART III: CONCLUSION

2 Tedagogicdl implicatlons

3 Limitations and suggestions for fiather research

RETERENCES

APPENDICES vscccsncseseenesenssennntnesee see

APPENDIX 1: PRE- QUESTIONNAIRE

APPENDIX 2: POST- QUESTIONNAIRE

APPENDIX 3: DATA ON PRE-QUESTIONNAIRE

APTTNDIX 4: DATA ON POST — QUESTIONNAIRE

APPENDIX 5: STUDENT FEEDBACK FORM

APPENDIX 6: DETAILED ACTION PLAN

43

43

45

LISTS OF FIGURES, TABLES AND CHARTS Figure 1: Action research ycle

Table 1: Schedule of data collecting procedure

Chart 1: Tolal number af mistakes in pro-lesl and post-test

Table 2: Total number of mistakes identified by toacher and students Chart 2: Student's interest in peer feedback

Table 3: Student’s attitude towards the benefits of peor feedback

Chart 3: Student’s aitiludes lowards benefits of pecr [ecdback

Chart 4: Student’s view on using peer [cedback in the future

TABLE OF CONTENTS

DECLARATION 0n yaaaa4a4

ACKNOWLEDGEMENTS ii

LIST OF ABBRIVIATIONS vũ LISTS OF FIGURES, TABLES AND CHARTS viti

PART I: INTRODUCTION

4.2 Advantages of using peer feedback

4.3 Disadvantages of using, peer feedback

4.4 Related studies on using peer feedback in writing lesson

1.2 Nunan’s action research model

1.3 Action research procedure for this study

2 Data collsction instrumenls

2.1 Questionnaire

2.2 Student°s fssdback form

3 Participants -

3.1 The students

+4 The procedime of data collection

CHAPTER 3: DATA ANALYSIS AND DISCUSSION

1.1 The result of pre-test and post - test

1.2 Frequency of making mistakes

13

wld

16

„l8 wld

ACKNOWLEDGEMENTS

I would like primarily to thauk Dr, Dé Minh Hoang for helping me complete this study ‘This paper would not have been possible without his constant support and encouragement His patience and helpful criticism helped me confidently express my ideas into this paper I regard myself extremely fortunate in having him

as my dissertation supervisor

I would also like to express my sincere thanks to all my lecturers at the

Faculty of Post-graduate Studies, University of Languages and Intemational Studies

for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge

My special thanks go to my dear students at grade 12V3, Luong The Vinh high school, Hanoi who has helped me enthusiastically in writing lessons by applying the new technique and doing, questionnaire carefully

Finally, I would also like to express my deep gratitude and love to my devoted parents, my brother, my husband and my friends who gave me time and encouraged me lo complete this study

3 Dnscussion

PART III: CONCLUSION

2 Tedagogicdl implicatlons

3 Limitations and suggestions for fiather research

RETERENCES

APPENDICES vscccsncseseenesenssennntnesee see

APPENDIX 1: PRE- QUESTIONNAIRE

APPENDIX 2: POST- QUESTIONNAIRE

APPENDIX 3: DATA ON PRE-QUESTIONNAIRE

APTTNDIX 4: DATA ON POST — QUESTIONNAIRE

APPENDIX 5: STUDENT FEEDBACK FORM

APPENDIX 6: DETAILED ACTION PLAN

43

43

45

3 Dnscussion

PART III: CONCLUSION

2 Tedagogicdl implicatlons

3 Limitations and suggestions for fiather research

RETERENCES

APPENDICES vscccsncseseenesenssennntnesee see

APPENDIX 1: PRE- QUESTIONNAIRE

APPENDIX 2: POST- QUESTIONNAIRE

APPENDIX 3: DATA ON PRE-QUESTIONNAIRE

APTTNDIX 4: DATA ON POST — QUESTIONNAIRE

APPENDIX 5: STUDENT FEEDBACK FORM

APPENDIX 6: DETAILED ACTION PLAN

43

43

45

ACKNOWLEDGEMENTS

I would like primarily to thauk Dr, Dé Minh Hoang for helping me complete this study ‘This paper would not have been possible without his constant support and encouragement His patience and helpful criticism helped me confidently express my ideas into this paper I regard myself extremely fortunate in having him

as my dissertation supervisor

I would also like to express my sincere thanks to all my lecturers at the

Faculty of Post-graduate Studies, University of Languages and Intemational Studies

for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge

My special thanks go to my dear students at grade 12V3, Luong The Vinh high school, Hanoi who has helped me enthusiastically in writing lessons by applying the new technique and doing, questionnaire carefully

Finally, I would also like to express my deep gratitude and love to my devoted parents, my brother, my husband and my friends who gave me time and encouraged me lo complete this study

LISTS OF FIGURES, TABLES AND CHARTS Figure 1: Action research ycle

Table 1: Schedule of data collecting procedure

Chart 1: Tolal number af mistakes in pro-lesl and post-test

Table 2: Total number of mistakes identified by toacher and students Chart 2: Student's interest in peer feedback

Table 3: Student’s attitude towards the benefits of peor feedback

Chart 3: Student’s aitiludes lowards benefits of pecr [ecdback

Chart 4: Student’s view on using peer [cedback in the future

LIST OF ABBRIVIATIONS ELT: Enghsh Language Teaching

ESL: English Second Language

L2: Sccond language

vil

ABSTRACT

This study aimed al investigating the cflevliveness of peor fevdback in wriling lessons of the grade 12 students at Luong ‘the Vinh high school and the student’s

allitudes towards using (lis new lechmique The participants included one English

teacher who is also the researcher and 10 non-major English students trom the class

12V3 ‘The participants took part in the intervention stage in an action research

which the new lechique was applied in Ihe first semester of grade 12 The data

were collected through the student’s feedback form in 7 weeks and survey

questionnaire for students The results showed that peer feedback improved

considerably students’ writing skills in the frequency of making mistakes Tn

addition, the study also indicated that most of the students had positive attitudes

toward this new technique Some pedagogical implications limitations and

suggestions for further studies were inchuded! in this stucly.

LIST OF ABBRIVIATIONS ELT: Enghsh Language Teaching

ESL: English Second Language

L2: Sccond language

vil

LISTS OF FIGURES, TABLES AND CHARTS Figure 1: Action research ycle

Table 1: Schedule of data collecting procedure

Chart 1: Tolal number af mistakes in pro-lesl and post-test

Table 2: Total number of mistakes identified by toacher and students Chart 2: Student's interest in peer feedback

Table 3: Student’s attitude towards the benefits of peor feedback

Chart 3: Student’s aitiludes lowards benefits of pecr [ecdback

Chart 4: Student’s view on using peer [cedback in the future

TABLE OF CONTENTS

DECLARATION 0n yaaaa4a4

ACKNOWLEDGEMENTS ii

LIST OF ABBRIVIATIONS vũ LISTS OF FIGURES, TABLES AND CHARTS viti

PART I: INTRODUCTION

TABLE OF CONTENTS

DECLARATION 0n yaaaa4a4

ACKNOWLEDGEMENTS ii

LIST OF ABBRIVIATIONS vũ LISTS OF FIGURES, TABLES AND CHARTS viti

PART I: INTRODUCTION

3 Dnscussion

PART III: CONCLUSION

2 Tedagogicdl implicatlons

3 Limitations and suggestions for fiather research

RETERENCES

APPENDICES vscccsncseseenesenssennntnesee see

APPENDIX 1: PRE- QUESTIONNAIRE

APPENDIX 2: POST- QUESTIONNAIRE

APPENDIX 3: DATA ON PRE-QUESTIONNAIRE

APTTNDIX 4: DATA ON POST — QUESTIONNAIRE

APPENDIX 5: STUDENT FEEDBACK FORM

APPENDIX 6: DETAILED ACTION PLAN

43

43

45

4.2 Advantages of using peer feedback

4.3 Disadvantages of using, peer feedback

4.4 Related studies on using peer feedback in writing lesson

1.2 Nunan’s action research model

1.3 Action research procedure for this study

2 Data collsction instrumenls

2.1 Questionnaire

2.2 Student°s fssdback form

3 Participants -

3.1 The students

+4 The procedime of data collection

CHAPTER 3: DATA ANALYSIS AND DISCUSSION

1.1 The result of pre-test and post - test

1.2 Frequency of making mistakes

13

wld

16

„l8 wld

TABLE OF CONTENTS

DECLARATION 0n yaaaa4a4

ACKNOWLEDGEMENTS ii

LIST OF ABBRIVIATIONS vũ LISTS OF FIGURES, TABLES AND CHARTS viti

PART I: INTRODUCTION

3 Dnscussion

PART III: CONCLUSION

2 Tedagogicdl implicatlons

3 Limitations and suggestions for fiather research

RETERENCES

APPENDICES vscccsncseseenesenssennntnesee see

APPENDIX 1: PRE- QUESTIONNAIRE

APPENDIX 2: POST- QUESTIONNAIRE

APPENDIX 3: DATA ON PRE-QUESTIONNAIRE

APTTNDIX 4: DATA ON POST — QUESTIONNAIRE

APPENDIX 5: STUDENT FEEDBACK FORM

APPENDIX 6: DETAILED ACTION PLAN

43

43

45

ACKNOWLEDGEMENTS

I would like primarily to thauk Dr, Dé Minh Hoang for helping me complete this study ‘This paper would not have been possible without his constant support and encouragement His patience and helpful criticism helped me confidently express my ideas into this paper I regard myself extremely fortunate in having him

as my dissertation supervisor

I would also like to express my sincere thanks to all my lecturers at the

Faculty of Post-graduate Studies, University of Languages and Intemational Studies

for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge

My special thanks go to my dear students at grade 12V3, Luong The Vinh high school, Hanoi who has helped me enthusiastically in writing lessons by applying the new technique and doing, questionnaire carefully

Finally, I would also like to express my deep gratitude and love to my devoted parents, my brother, my husband and my friends who gave me time and encouraged me lo complete this study

3 Dnscussion

PART III: CONCLUSION

2 Tedagogicdl implicatlons

3 Limitations and suggestions for fiather research

RETERENCES

APPENDICES vscccsncseseenesenssennntnesee see

APPENDIX 1: PRE- QUESTIONNAIRE

APPENDIX 2: POST- QUESTIONNAIRE

APPENDIX 3: DATA ON PRE-QUESTIONNAIRE

APTTNDIX 4: DATA ON POST — QUESTIONNAIRE

APPENDIX 5: STUDENT FEEDBACK FORM

APPENDIX 6: DETAILED ACTION PLAN

43

43

45

LISTS OF FIGURES, TABLES AND CHARTS Figure 1: Action research ycle

Table 1: Schedule of data collecting procedure

Chart 1: Tolal number af mistakes in pro-lesl and post-test

Table 2: Total number of mistakes identified by toacher and students Chart 2: Student's interest in peer feedback

Table 3: Student’s attitude towards the benefits of peor feedback

Chart 3: Student’s aitiludes lowards benefits of pecr [ecdback

Chart 4: Student’s view on using peer [cedback in the future

LIST OF ABBRIVIATIONS ELT: Enghsh Language Teaching

ESL: English Second Language

L2: Sccond language

vil