Luận văn practice of peer written feedback in paragraph writing skills among third year students of hanam college of education hce

LIST OF TABLES, FIGURES ‘Table 1: Students’ giving feedback on grammar Table 2: Examples of students’ giving feedback on grammar Table 3: Students’ giving feedback on vocabulary Table 4:

VIETNAM NATIONAL UNIVERSITY, HANOL TIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

AdARAAAA ARE EERE REE

PHAM TH] HONG

PRACTICE OF PEER WRITTEN FEEDBACK IN PARAGRAPH WRITING SKILLS AMONG THIRD- YEAR

STUDENTS OF HANAM COLLEGE OF EDUCATION (HCE)

Thực hành phản hỗi theo cặp trong kĩ năng viel doan cua sinh viên

năm thứ 3 trường Cao Đẳng Sư Phạm Hà Nam

MLA MINOR PROGRAMME THESIS

Field: English Teaching Methodolugy Cade: 60140111

HANOI, 2016

VIETNAM NATIONAT, UNIVERSITY, HANOT UIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

PHAM THI HONG

PRACTICE OF PEER WRITTEN FEEDBACK IN PARAGRAPII WRITING SKILLS AMONG TIIRD- YEAR

STUDENTS OF HANAM COLLEGE OF EDUCATION (HCE)

Thực hảnh phản hễi theo cặp trong kĩ năng viết đoạn của sinh viên

năm thứ 3 trưởng Cao Đăng Su Pham Ha Nam

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111

Supervisor: Dr HUYNH ANH TUAN

HANOL, 2016

2 Limitation of the stuẩy cà 2,10eeeerre

2 Limitation of the stuẩy cà 2,10eeeerre

2 Limitation of the stuẩy cà 2,10eeeerre

LIST OF TABLES, FIGURES

‘Table 1: Students’ giving feedback on grammar

Table 2: Examples of students’ giving feedback on grammar

Table 3: Students’ giving feedback on vocabulary

Table 4: Examples of students’ giving feedback on vocabulary

Table 5 Students’ difficulties in indicating the mistakes in their peers’ writings

Table 6 Students’ dilTicultics in providing suggestion the mistakes in the peers’

LIST OF TABLES, FIGURES

‘Table 1: Students’ giving feedback on grammar

Table 2: Examples of students’ giving feedback on grammar

Table 3: Students’ giving feedback on vocabulary

Table 4: Examples of students’ giving feedback on vocabulary

Table 5 Students’ difficulties in indicating the mistakes in their peers’ writings

Table 6 Students’ dilTicultics in providing suggestion the mistakes in the peers’

PART A: INTRODUCTION àà se creerererrereoeel

1 Rationale of the sEHổy 2c 2212

A, Significance of the Study .ccccccsssessssssueseesstiseeeneeeeivee 3

1.2 Types af feedback to students’ writing 7

1/2 LÀÄGTRLUTG TCVIGW cà HH tt HHHrrededrerdeerieereooeÐ

1.3 Different views of peer written feedback in the teaching and learning of writing 9

1.3.1 Arguments in favor of students’ peer wrillen feedback in the leaching

and learning of writing 10 1.3.2, Argument against peer written feedback in teaching, and leaning of writing] 1 1.4 Different types of peer feedback in writmg 13

1.4.1 Oral comments 12

1.4.2 Using the checklists .c.cscusetsssnenensenaenenassie ¬—

vì

ABSTRACT

The main aim of this minor thesis is to examine the way in which the third-

year students of HCE give feedback to their peer’s written paragraphs, the difficulties students might encounter when responding to their peer’s writing, to

find out whether the methad is effective

In order to get adequate information for the study, document analysis of students’ poor written fecdback and survey method were applied The participants involved in the study were 20 third- year students from 2 classes of LICLL

The data analyzing suggests that he studenis gave feedback on all arcas of the paragraph especially on grammar and vocabulary And, the study results also reveal that peer feedback is effective to the students’ learning of writing

Although the peer written feedback to students’ writing brings the certain

effectiveness, a large mumber of HCE still have difficulties in indicating the

mistakes in their pecr’s wriling and in giving suggestion to overcome those

anistakes.

PART A: INTRODUCTION àà se creerererrereoeel

1 Rationale of the sEHổy 2c 2212

A, Significance of the Study .ccccccsssessssssueseesstiseeeneeeeivee 3

1.2 Types af feedback to students’ writing 7

1/2 LÀÄGTRLUTG TCVIGW cà HH tt HHHrrededrerdeerieereooeÐ

1.3 Different views of peer written feedback in the teaching and learning of writing 9

1.3.1 Arguments in favor of students’ peer wrillen feedback in the leaching

and learning of writing 10 1.3.2, Argument against peer written feedback in teaching, and leaning of writing] 1 1.4 Different types of peer feedback in writmg 13

1.4.1 Oral comments 12

1.4.2 Using the checklists .c.cscusetsssnenensenaenenassie ¬—

vì

LIST OF TABLES, FIGURES

‘Table 1: Students’ giving feedback on grammar

Table 2: Examples of students’ giving feedback on grammar

Table 3: Students’ giving feedback on vocabulary

Table 4: Examples of students’ giving feedback on vocabulary

Table 5 Students’ difficulties in indicating the mistakes in their peers’ writings

Table 6 Students’ dilTicultics in providing suggestion the mistakes in the peers’

ACKNOWLEDGEMENTS

On completing this thesis, I own profound indebtedness to so many people, wilhioul whose contribution and spiritual support T could not have accomplished i First of all, 1 would like to express my deepest gratitude to my supervisor Dr

Huynh Anh Tuan, for his scholarly instruction critical comments, great

encowagement and valuable materials, without which the thesis would not have

‘been completed

1 would like to send my heart-felt gratitude to the teachers at the loreign Language Department of Hanam College of Education (HCE) who have supported ame by giving useful advice and providing ine with their useful teaching materials

My sincere thanks also go to the third-year students of IICL for their patience and willingness to do my survey questionnaire Moreover, I would like to send my gratitude to my fauily and wy friends for encouraging me and supporling me during the time of the thesis Without them, I would not have been able to complete

this thesis

ni

CHAPTER.2: RESEARCH METHODOLOGY am

2.2L The participants ascccsosenseenctsenvtensenessenseet saeasraeaeoT5

3.2, Students’ difficulties when giving written feedback to their peers’ writings 28 3.2.1 Students’ difficulties in indicating the mistakes in their peers’ writings 28

3.3 Improvement of students’ writing after receiving peer written feedback 35

3.3.1 Students” improvement in paragraph organization after receiving peer

written feedbaok on net Heo 3S

3.3.2 Students’ improvement ts grammar afler receiving peer wrillen feedback 37

3.3.3 Students’ improvement in vocabulary after receiving peer written focdback37 CUAPTER 4: FINDINGS AND DISCUSSEON _——

4.3, Lmplications for teavhing and leaning of writing using peer written feedback 41 413.1 Implications for teaching of writing using peer written feeđbaok 1l 43.2, Implication for leaming of writing using peer written feedback 42

PART A: INTRODUCTION àà se creerererrereoeel

1 Rationale of the sEHổy 2c 2212

A, Significance of the Study .ccccccsssessssssueseesstiseeeneeeeivee 3

1.2 Types af feedback to students’ writing 7

1/2 LÀÄGTRLUTG TCVIGW cà HH tt HHHrrededrerdeerieereooeÐ

1.3 Different views of peer written feedback in the teaching and learning of writing 9

1.3.1 Arguments in favor of students’ peer wrillen feedback in the leaching

and learning of writing 10 1.3.2, Argument against peer written feedback in teaching, and leaning of writing] 1 1.4 Different types of peer feedback in writmg 13

1.4.1 Oral comments 12

1.4.2 Using the checklists .c.cscusetsssnenensenaenenassie ¬—

vì

LIST OF TABLES, FIGURES

‘Table 1: Students’ giving feedback on grammar

Table 2: Examples of students’ giving feedback on grammar

Table 3: Students’ giving feedback on vocabulary

Table 4: Examples of students’ giving feedback on vocabulary

Table 5 Students’ difficulties in indicating the mistakes in their peers’ writings

Table 6 Students’ dilTicultics in providing suggestion the mistakes in the peers’

ACKNOWLEDGEMENTS

On completing this thesis, I own profound indebtedness to so many people, wilhioul whose contribution and spiritual support T could not have accomplished i First of all, 1 would like to express my deepest gratitude to my supervisor Dr

Huynh Anh Tuan, for his scholarly instruction critical comments, great

encowagement and valuable materials, without which the thesis would not have

‘been completed

1 would like to send my heart-felt gratitude to the teachers at the loreign Language Department of Hanam College of Education (HCE) who have supported ame by giving useful advice and providing ine with their useful teaching materials

My sincere thanks also go to the third-year students of IICL for their patience and willingness to do my survey questionnaire Moreover, I would like to send my gratitude to my fauily and wy friends for encouraging me and supporling me during the time of the thesis Without them, I would not have been able to complete

this thesis

ni

ABSTRACT

The main aim of this minor thesis is to examine the way in which the third-

year students of HCE give feedback to their peer’s written paragraphs, the difficulties students might encounter when responding to their peer’s writing, to

find out whether the methad is effective

In order to get adequate information for the study, document analysis of students’ poor written fecdback and survey method were applied The participants involved in the study were 20 third- year students from 2 classes of LICLL

The data analyzing suggests that he studenis gave feedback on all arcas of the paragraph especially on grammar and vocabulary And, the study results also reveal that peer feedback is effective to the students’ learning of writing

Although the peer written feedback to students’ writing brings the certain

effectiveness, a large mumber of HCE still have difficulties in indicating the

mistakes in their pecr’s wriling and in giving suggestion to overcome those

anistakes.

LIST OF TABLES, FIGURES

‘Table 1: Students’ giving feedback on grammar

Table 2: Examples of students’ giving feedback on grammar

Table 3: Students’ giving feedback on vocabulary

Table 4: Examples of students’ giving feedback on vocabulary

Table 5 Students’ difficulties in indicating the mistakes in their peers’ writings

Table 6 Students’ dilTicultics in providing suggestion the mistakes in the peers’

2 Limitation of the stuẩy cà 2,10eeeerre

ACKNOWLEDGEMENTS

On completing this thesis, I own profound indebtedness to so many people, wilhioul whose contribution and spiritual support T could not have accomplished i First of all, 1 would like to express my deepest gratitude to my supervisor Dr

Huynh Anh Tuan, for his scholarly instruction critical comments, great

encowagement and valuable materials, without which the thesis would not have

‘been completed

1 would like to send my heart-felt gratitude to the teachers at the loreign Language Department of Hanam College of Education (HCE) who have supported ame by giving useful advice and providing ine with their useful teaching materials

My sincere thanks also go to the third-year students of IICL for their patience and willingness to do my survey questionnaire Moreover, I would like to send my gratitude to my fauily and wy friends for encouraging me and supporling me during the time of the thesis Without them, I would not have been able to complete

this thesis

ni

ABSTRACT

The main aim of this minor thesis is to examine the way in which the third-

year students of HCE give feedback to their peer’s written paragraphs, the difficulties students might encounter when responding to their peer’s writing, to

find out whether the methad is effective

In order to get adequate information for the study, document analysis of students’ poor written fecdback and survey method were applied The participants involved in the study were 20 third- year students from 2 classes of LICLL

The data analyzing suggests that he studenis gave feedback on all arcas of the paragraph especially on grammar and vocabulary And, the study results also reveal that peer feedback is effective to the students’ learning of writing

Although the peer written feedback to students’ writing brings the certain

effectiveness, a large mumber of HCE still have difficulties in indicating the

mistakes in their pecr’s wriling and in giving suggestion to overcome those

anistakes.

LIST OF TABLES, FIGURES

‘Table 1: Students’ giving feedback on grammar

Table 2: Examples of students’ giving feedback on grammar

Table 3: Students’ giving feedback on vocabulary

Table 4: Examples of students’ giving feedback on vocabulary

Table 5 Students’ difficulties in indicating the mistakes in their peers’ writings

Table 6 Students’ dilTicultics in providing suggestion the mistakes in the peers’

CHAPTER.2: RESEARCH METHODOLOGY am

2.2L The participants ascccsosenseenctsenvtensenessenseet saeasraeaeoT5

3.2, Students’ difficulties when giving written feedback to their peers’ writings 28 3.2.1 Students’ difficulties in indicating the mistakes in their peers’ writings 28

3.3 Improvement of students’ writing after receiving peer written feedback 35

3.3.1 Students” improvement in paragraph organization after receiving peer

written feedbaok on net Heo 3S

3.3.2 Students’ improvement ts grammar afler receiving peer wrillen feedback 37

3.3.3 Students’ improvement in vocabulary after receiving peer written focdback37 CUAPTER 4: FINDINGS AND DISCUSSEON _——

4.3, Lmplications for teavhing and leaning of writing using peer written feedback 41 413.1 Implications for teaching of writing using peer written feeđbaok 1l 43.2, Implication for leaming of writing using peer written feedback 42

— -ACKNOWLEDGEMENTS

On completing this thesis, I own profound indebtedness to so many people, wilhioul whose contribution and spiritual support T could not have accomplished i First of all, 1 would like to express my deepest gratitude to my supervisor Dr

Huynh Anh Tuan, for his scholarly instruction critical comments, great

encowagement and valuable materials, without which the thesis would not have

‘been completed

1 would like to send my heart-felt gratitude to the teachers at the loreign Language Department of Hanam College of Education (HCE) who have supported ame by giving useful advice and providing ine with their useful teaching materials

My sincere thanks also go to the third-year students of IICL for their patience and willingness to do my survey questionnaire Moreover, I would like to send my gratitude to my fauily and wy friends for encouraging me and supporling me during the time of the thesis Without them, I would not have been able to complete

this thesis

ni

CHAPTER.2: RESEARCH METHODOLOGY am

2.2L The participants ascccsosenseenctsenvtensenessenseet saeasraeaeoT5

3.2, Students’ difficulties when giving written feedback to their peers’ writings 28 3.2.1 Students’ difficulties in indicating the mistakes in their peers’ writings 28

3.3 Improvement of students’ writing after receiving peer written feedback 35

3.3.1 Students” improvement in paragraph organization after receiving peer

written feedbaok on net Heo 3S

3.3.2 Students’ improvement ts grammar afler receiving peer wrillen feedback 37

3.3.3 Students’ improvement in vocabulary after receiving peer written focdback37 CUAPTER 4: FINDINGS AND DISCUSSEON _——

4.3, Lmplications for teavhing and leaning of writing using peer written feedback 41 413.1 Implications for teaching of writing using peer written feeđbaok 1l 43.2, Implication for leaming of writing using peer written feedback 42

ACKNOWLEDGEMENTS

On completing this thesis, I own profound indebtedness to so many people, wilhioul whose contribution and spiritual support T could not have accomplished i First of all, 1 would like to express my deepest gratitude to my supervisor Dr

Huynh Anh Tuan, for his scholarly instruction critical comments, great

encowagement and valuable materials, without which the thesis would not have

‘been completed

1 would like to send my heart-felt gratitude to the teachers at the loreign Language Department of Hanam College of Education (HCE) who have supported ame by giving useful advice and providing ine with their useful teaching materials

My sincere thanks also go to the third-year students of IICL for their patience and willingness to do my survey questionnaire Moreover, I would like to send my gratitude to my fauily and wy friends for encouraging me and supporling me during the time of the thesis Without them, I would not have been able to complete

this thesis

ni

ABSTRACT

The main aim of this minor thesis is to examine the way in which the third-

year students of HCE give feedback to their peer’s written paragraphs, the difficulties students might encounter when responding to their peer’s writing, to

find out whether the methad is effective

In order to get adequate information for the study, document analysis of students’ poor written fecdback and survey method were applied The participants involved in the study were 20 third- year students from 2 classes of LICLL

The data analyzing suggests that he studenis gave feedback on all arcas of the paragraph especially on grammar and vocabulary And, the study results also reveal that peer feedback is effective to the students’ learning of writing

Although the peer written feedback to students’ writing brings the certain

effectiveness, a large mumber of HCE still have difficulties in indicating the

mistakes in their pecr’s wriling and in giving suggestion to overcome those

anistakes.

ACKNOWLEDGEMENTS

On completing this thesis, I own profound indebtedness to so many people, wilhioul whose contribution and spiritual support T could not have accomplished i First of all, 1 would like to express my deepest gratitude to my supervisor Dr

Huynh Anh Tuan, for his scholarly instruction critical comments, great

encowagement and valuable materials, without which the thesis would not have

‘been completed

1 would like to send my heart-felt gratitude to the teachers at the loreign Language Department of Hanam College of Education (HCE) who have supported ame by giving useful advice and providing ine with their useful teaching materials

My sincere thanks also go to the third-year students of IICL for their patience and willingness to do my survey questionnaire Moreover, I would like to send my gratitude to my fauily and wy friends for encouraging me and supporling me during the time of the thesis Without them, I would not have been able to complete

this thesis

ni

2 Limitation of the stuẩy cà 2,10eeeerre

ACKNOWLEDGEMENTS

On completing this thesis, I own profound indebtedness to so many people, wilhioul whose contribution and spiritual support T could not have accomplished i First of all, 1 would like to express my deepest gratitude to my supervisor Dr

Huynh Anh Tuan, for his scholarly instruction critical comments, great

encowagement and valuable materials, without which the thesis would not have

‘been completed

1 would like to send my heart-felt gratitude to the teachers at the loreign Language Department of Hanam College of Education (HCE) who have supported ame by giving useful advice and providing ine with their useful teaching materials

My sincere thanks also go to the third-year students of IICL for their patience and willingness to do my survey questionnaire Moreover, I would like to send my gratitude to my fauily and wy friends for encouraging me and supporling me during the time of the thesis Without them, I would not have been able to complete

this thesis

ni

2 Limitation of the stuẩy cà 2,10eeeerre