IMPROVING WRITING SKILL THROUGH PEER FEEDBACK

i MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI THANH TU IMPROVING WRITING SKILL THROUGH PEER FEEDBACK Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Dr.NGO ĐINH PHUONG NGHE AN, 2017 i STATEMENT OF AUTHORSHIP I certify that the thesis entitled “ Improving writing skill through peer feedback for grade 10 students at Nguyen Trung Thien high school” is the result of my own work, and that the thesis or my any parts of the same has not been submitted to any university or institution Vinh, July 2017 Author’s signature Nguyen Thi Thanh Tu ii ABSTRACT This thesis focuses on the effect of peer feedback on improving writing skill for students in grade 10 and comparing peer feedback strategy with the traditional learning method to know which is more effective Because many teachers prefers teacher feedback to peer feedback (PF), this study will focus on whether PF is really useful and important or not.In this thesis we will look at the definition of writing, writing approach, rules of PF as well as methods and some strategies for using peer feedback in ways that will be the most helpful in improving writing skill This thesis also provides discussion of the results of the study, some implications and suggestions for both ESL teachers and learners besides recommendations for future research and conclusion iii ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my supervisor, Dr Ngo Dinh Phương, for his kind help, careful guidance, valuable advice and encouragement from the first draft till the completed thesis I am also grateful to my colleagues and students of grade 10 at Nguyen Trung Thien high school who helped me to finish the study I wish to thank my parents and my loved family who love, support and encourage me a lot in the production of this thesis Finally, I am too aware that despite all the advice and assistance, the thesis is far from perfect, it is, therefore, my sole responsibilities for any inadequacies that it may be considered to have iv LIST OF ABBREVIATIONS ESL: English as a Second Language EFL: English as a Foreign Language PF: Peer Feedback TL : Traditional Learning MD : Mean Difference v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENTS iii LIST OF ABBREVIATIONS iv CHAPTER INTRODUCTION 1.1Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope and limitations of the study 1.5Methods of the study 1.6 Design of the thesis CHAPTER LITERATURE REVIEW 2.1.Definition of writing 2.2 The nature of writing 2.3 Approaches to teaching writing .10 2.3.1 The product approach 10 2.3.2 The process approach 12 2.3.3 A summary of the differences .14 2.3.4 The genre approach 15 2.3.5 Which approach to use 16 2.4 Stages in a writing lesson 17 2.4.1 Prewriting .17 2.4.2 Drafting 18 2.5 Collaborative writing 20 vi 2.6 Feedback 21 2.6.1 Definition of feedback 21 2.6.2 Principles for feedback practice 22 2.6.3 Feedback in writing classes 23 2.6.3.1 Peer feedback 24 2.6.3.2 Benefits of peer feedback 25 2.6.3.3 Difficulty of applying peer feddback in writing classes 26 2.6.3.4 Key Strategies for peer feedback 27 2.6.3.4 Empirical studies on PF 29 2.7 Assessing students’ writing 34 2.7.1Some general principles 35 2.7.2 Means of Responding 37 2.7.3 Rubrics: Tools for Response and Assessment 38 2.7.4 Simple ways to assess the process .39 2.7.5 Simple ways to assess the product .40 CHAPTER RESEARCH METHODOLOGY 41 3.1 Research questions 41 3.2 Participants 41 3.3 Materials 42 3.4 Procedure 44 3.4.1Steps of conducting peer feedback in the study 44 3.4.1.1.Before the treatment starts 44 3.4.1.2 Before the first peer review session 46 3.4.1.3 During Peer-Review Sessions 48 3.4.1.4.After Peer-Review Sessions 49 CHAPTER ANALYSIS AND FINDINGS .51 4.1 The judges and judging 51 vii 4.2 Equivalence of the experimental group and control groups before receiving treatment 51 4.3 Essay scores in the pre-test 49 4.4 There were significant differences between scores for the first drafts and those for the second drafts in the six lessons……………………………… 49 4.5 Pre- and post-test experimental scores for the essays of students in the group…………… …………………………… ……………………………52 4.6 There was also a significant difference in the control group between the pretest and the post-test……………………………….……………………… 58 4.7 There was a significant difference between the experimental group and the control group 62 CHAPTER CONCLUSION 67 5.1 Discussion of the study findings .67 5.2 Implications and suggestions for ESL teachers and learners 70 5.3 Implications for further research .71 5.4 General contribution of the study 72 5.5 Conclusion .72 REFERENCES 74 APENDIX A RUBRIC……………………………………………79 APENDIX B - The experimental group’s pre-test scores 81 APENDIX C - The control group’s pre-test scores .82 APENDIX D - The experience group’s scores for the first draft ( written before receiving PF ) and the second draft ( written after receiving PF ) .83 APENDIX E - The control group’s post-test scores 84 APPENDIX F The experimental group’s post-test scores 85 viii APPENDIX G THE GENERAL TEST 86 APPENDIX H THE PRE-TEST AND POST -TEST FOR EXPERIMENTAL AND CONTROL GROUPS (45 mins) 88 APPENDIX I Examples of peer feedback sheet 1……………….89 Examples of peer feedback sheet 2……….……… 90 CHAPTER INTRODUCTION This chapter is written in order to give the rationale, aims of the study, the research questions, the significance of the study, the scope of the study, an overview of research methodology and finally introduces the outline of the thesis 1.1 Rationale English is a useful and even necessary language to know It is the most common foreign language That’s why everyone needs to learn the language in order to get in touch on an international level Knowing it will help you communicate with people from countries all over the world In many countries, children are taught and encouraged to learn English as a second language Even in countries where it is not an official language, such as Lao, Vietnam, we will find many syllabi in science and engineering are written in English, because it is the dominant language in the sciences, most of the research and studies you find in any given scientific field will be written in it as well At the university level, students in many countries study almost all their subjects in English in order to make the material more accessible to international students On the Internet, the majority of websites are written and created in English.It's also the primary language of the press: more newspapers and books are written in English than in any other language, and no matter where in the world you are, you will find some of these books and newspapers available.With good understanding and communication in English, you can travel around the globe Because it is the international language for foreigners, it is easy to get assistance and help in every part of world You can test it by online travel Any travel booking site you can find will have English as a booking option.English skills will also help you in any business venture you choose to follow If you visit some offices, companies, governmental organizations, or even math or engineering 87 The rubrics for marking writing Criteri a Organi 1.0 2.0 3.0 Writing lacks Writing is Writing zation out logical coherent and coherent of organization logically 4.0 It shows some organized coherence but Some ideas 4.0 is Writing shows high and degree of attention logically organized to logic and with reasoning of points points transitions used Unity clearly leads lack remain between ideas the reader to the unity Serious misplaced and and paragraphs conclusion and stirs errors stray from the to topic.Transiti ons create thought coherence regarding the topic evident Overall unity of but not used ideas is present throughout essay some Content Level … Shows of … thinking Conte out reasoning but thinking nt of most ideas are reasoning 4.0 underdevelop and indicates ed Main Content indicates synthesis of ideas, indicates and original thinking indepth analysis and and develops evidences with ideas and original unoriginal Devel applied Content sufficient original with thought and support and for the topic thought on a firm evidence few ideas points Main points Main points well Main points well opmen out lack detailed are present developed with developed with high t development limited quality of with quality and quantity 88 4.0 Ideas are detail vague and supporting with development support details and high Reveals degree of little evidence Some critical quantity Critical critical thinking of critical thinking is thinking is weaved into thinking present Spelling, points Most spelling, Essay has few Essay is free of mar & out punctuation, punctuation, Mecha of and and grammar punctuation, and punctuation, nics grammatical correct Gram … 4.0 errors spelling, distracting spelling, grammatical create allowing and grammatical errors; errors allowing absent of fragments, distraction, reader to reader to follow comma splices, and making progress reading though essay Very difficult; Some fragments, remain run-ons 1.0 in Approaches 1.5 Attains ideas clearly run-ons few errors fragments or comma splices, ons run- evident Errors Style are … frequent 0.5 Mostly out elementary of form 2.0 little high school school with level usage of style; or variety sentence 2.0 high Shows outstanding level style going beyond tone is usual high school no some variety appropriate and level; in in sentence rhetorical patterns, devices devices used to used rhetorical and tone effectively; 89 structure, diction, diction, rhetorical sentence variety sentence rhetorical devices used effectively devices to Meets format Meets 2.0 and assignment requirements; requirements assignment requirements; margins, evidences attention requirements; generally spacing, incorrect correct indentations are margins, margins, margins,spaci correct; essay is and indentations are and ng, indentation; neatness essay indentations; needs but may have some assembly errors of 20 and neat correctly of essay is neat assembled attention out structure format Meets all format and and assignment assignment … of and coordination t of follow format and spacing Total use or emphasis Forma ou Fails t and enhance content; creative and to and detail; all spacing and correct; essay is neat and correctly assembled with 90 APPENDIX B The experimental group’s pre-test scores Grammar and mechanic Format Style Total score 3.5 2.0 2.5 2.5 3.0 3.0 3.0 2.0 1.5 1.5 2.5 1.5 2.5 3.5 1.5 2.5 1.5 2.5 3.0 2.5 Development 3.5 2.0 3.0 2.0 3.0 2.5 2.5 2.0 2.0 1.5 2.0 1.5 2.0 3.5 1.5 2.0 2.0 2.0 2.5 2.0 Level of Organization 10 11 12 13 14 15 16 17 18 19 20 content Student The experimental group - Pre test 3.0 2.0 3.0 2.0 3.0 3.0 3.5 2.0 1.5 1.5 2.0 1.5 2.5 3.0 2.0 3.0 1.5 2.0 3.0 2.5 3.0 2.5 2.0 2.5 2.0 2.5 3.0 2.0 2.0 2.0 1.5 1.5 2.0 3.5 1.5 2.5 2.0 1.5 2.5 2.5 1.5 1.0 1.0 1.5 1.0 1.0 1.5 1.0 1.0 1.0 1.0 0.5 1.0 1.5 0.5 1.5 1.0 1.0 1.0 1.5 1.5 1.0 1.0 1.0 1.0 1.5 1.0 1.0 1.0 0.5 1.0 0.5 1.0 1.5 0.5 0.5 1.0 1.0 1.5 1.0 16.0 10.5 12.5 11.5 13.0 13.5 14.5 10.0 9.0 8.0 10.0 7.0 11.0 16.5 7.5 12.0 9.0 10.0 13.5 12.0 91 APPENDIX C - The control group’s pre-test scores contentLevel of Development Grammar and mechanic Format Style Total score 10 11 12 13 14 15 16 17 18 19 20 Organization Student The control group - Pre test 3.5 2.0 2.5 2.5 3.0 2.5 3.0 2.0 2.0 2.0 2.0 1.5 2.0 3.0 2.0 2.5 2.0 2.0 3.0 2.5 3.5 2.0 2.5 2.5 3.0 2.5 2.5 2.0 2.0 1.5 2.0 1.5 2.5 3.5 1.5 2.5 1.5 2.0 3.0 2.5 3.0 2.0 3.0 2.5 3.0 3.0 3.5 2.5 1.5 1.5 2.0 1.5 2.5 3.0 2.0 2.5 2.0 2.0 3.0 2.5 2.5 2.5 2.0 2.0 2.0 2.5 3.0 2.0 1.5 1.5 2.0 1.5 2.0 3.5 1.5 2.5 2.0 2.0 2.5 2.5 1.5 1.0 1.0 1.5 1.0 1.0 1.5 1.0 1.0 1.0 1.0 0.5 1.0 1.5 0.5 1.5 1.0 1.0 1.5 1.5 1.5 1.0 1.0 1.0 1.0 1.5 1.0 1.0 1.0 0.5 1.0 0.5 1.0 1.5 0.5 0.5 1.0 1.0 1.0 1.0 15.5 10.5 12.0 12.0 13.0 13.0 14.5 10.5 9.0 8.0 10.0 7.0 11.0 16.0 8.0 12.0 9.5 10.0 14.0 12.5 92 APPENDIX D The first drafts and the second drafts’ scores in lesson of students in the experimental group 2.0 1.0 1.0 12.0 2.0 2.5 2.0 2.5 1.5 1.0 11.5 3.0 3.0 3.0 2.0 1.0 1.0 13.0 2.5 3.0 3.0 2.5 1.0 1.5 13.5 2.5 3.0 3.0 3.0 1.5 1.0 14.0 2.0 2.5 2.0 2.0 1.5 1.0 11.0 2.0 1.5 1.5 2.0 1.0 1.0 9.0 10 1.5 1.5 1.5 2.0 1.0 0.5 8.0 11 12 2.0 2.5 2.0 1.5 1.5 1.5 13 Style 3.7 3.7 3.0 3.5 1.6 1.5 2.5 2.5 2.5 3.5 1.0 1.0 3.3 2.7 2.5 2.3 1.2 1.0 2.5 2.8 2.0 3.0 1.2 1.0 3.5 3.0 3.0 2.5 1.5 1.5 3.0 3.0 3.0 3.5 2.0 1.5 2.5 3.5 3.0 3.0 1.5 1.5 3.0 2.5 2.0 2.0 2.5 3.0 1.8 2.2 2.0 1.0 1.0 1.0 1.7 1.8 1.5 2.5 1.2 1.3 2.0 2.5 2.5 1.5 1.0 1.0 10.0 2.3 2.7 1.5 0.5 0.5 7.0 2.5 2.0 3.5 2.8 2.0 1.0 1.0 11.0 2.2 1.8 2.0 2.5 2.7 3.5 1.0 1.0 1.0 1.0 1.4 1.1 14 3.5 3.5 3.0 3.5 1.5 1.5 16.5 3.5 3.5 3.0 3.5 1.8 1.7 15 1.5 1.5 2.0 1.5 0.5 0.5 7.5 16 2.0 2.5 3.0 2.5 1.5 0.5 12.0 2.0 2.0 3.0 2.5 2.0 2.0 3.0 3.5 1.0 0.5 2.0 1.5 Total score 3.0 2.5 2.5 Format Grammarand mechanic 2.5 1.0 1.0 11.0 Development 2.0 2.0 2.5 Total score Style 2.5 1.5 1.5 15.5 Format 3.5 3.5 3.0 Level of content Grammar and mechanic Development Organization Level of content Student Organization Scores of the second draft Scores of the first draft 17 13 13 13 15 16 15 140 10 10 11.0 11.0 14 17 9.5 15 93 17 2.0 1.5 1.5 2.0 1.0 1.0 9.0 18 2.0 2.5 2.0 1.5 1.0 1.0 10.0 19 2.5 3.0 3.0 2.5 1.0 1.5 13.5 20 2.0 2.5 2.5 2.5 1.5 1.0 12.0 2.5 2.0 2.3 2.7 2.0 2.5 2.5 30 1.0 1.0 1.0 1.0 3.0 3.0 3.0 3.0 1.5 1.5 2.3 2.7 2.5 3.0 1.8 1.2 11.0 12 15 13 94 APENDIX E - The experience group’s post-test scores Stude nt APENDIX F Format Style Total score Level of Content 3.5 2.5 3.0 2.5 3.5 3.0 3.0 2.0 2.5 2.0 2.0 2.5 3.0 3.5 2.5 3.0 2.5 30 3.0 3.0 Grammar and mechanic 3.5 3.0 3.5 2.0 3.5 3.0 3.0 2.5 2.5 2.0 1.5 2.0 2.5 3.5 2.5 3.5 2.5 2.5 3.5 3.0 Development 10 11 12 13 14 15 16 17 18 19 20 Organization Student The experimental group - Post test 3.5 2.5 3.0 2.0 3.0 3.0 3.5 2.5 2.5 1.0 2.0 1.5 2.5 3.5 2.5 3.0 2.5 2.5 3.0 2.5 4.0 3.5 3.5 2.5 3.0 3.5 3.0 2.5 2.5 2.5 1.5 2.5 2.5 3.5 2.5 3.5 2.5 2.5 3.5 3.0 2.0 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.0 1.5 1.5 2.0 1.5 1.5 1.0 1.5 1.5 1.5 1.5 1.0 1.5 1.0 1.0 1.5 1.5 1.0 1.5 1.0 1.0 1.0 1.0 1.5 0.5 1.0 1.0 1.0 1.5 1.0 18.0 14.0 16.0 11.5 15.5 15.5 15.5 12.0 13.0 10.0 9.0 10.0 13.0 17.5 12.0 16.0 12.0 13.0 16.0 14.0 - The control group’s post-test scores The control group - Post test 3.0 2.5 2.5 2.0 2.5 3.0 3.5 2.5 1.5 2.0 2.0 2.0 2.0 3.5 2.0 2.5 2.5 2.5 3.0 2.5 1.5 1.5 1.5 1.0 1.5 1.5 1.5 1.5 1.0 1.0 1.0 1.0 1.0 1.5 1.0 1.5 1.0 1.5 1.5 1.5 Total score Format 3.5 3.5 3.0 3.0 3.5 3.5 3.5 2.5 3.0 2.0 2.5 2.0 3.0 3.0 2.5 3.0 2.5 2.5 3.5 2.5 Style Grammar and mechanic Level of 3.5 3.5 2.5 3.5 3.0 3.0 2.0 3.0 3.5 3.0 2.5 3.5 3.5 3.0 2.5 2.5 2.5 2.5 2.0 2.0 2.5 2.5 2.0 2.0 3.0 3.0 3.5 3.5 3.0 2.0 3.0 3.0 2.5 2.0 2.5 2.5 3.0 3.5 3.0 3.0 APPENDIX G Development 10 11 12 13 14 15 16 17 18 19 20 content Organization 95 1.5 1.0 1.0 1.0 1.0 1.5 1.5 1.0 1.0 1.0 1.5 0.5 1.0 1.5 0.5 1.0 1.0 1.5 1.5 1.0 16.5 14.5 14.0 12.0 15.0 15.5 16.5 12.5 11.5 10.0 12.0 9.5 13.0 16.5 11.0 14.0 11.5 13.0 16.0 13.5 THE GENERAL TEST Choose the underlined word or phrase in each sentence that needs correcting Câu 1: It was not until the teacher came that the students didn’t stop talking A talking B that C didn’t stop D was not 96 Câu 2: An university is an institution of higher education and research, which grants academic degrees; including Bachelor's degrees, Master's degrees and doctorates in a variety of subjects A which B including C An D higher Choose from the four given options (marked A, B, C or D) the one that needs correcting to make the given sentence meaningfully and grammatically correct Câu 3: How does Jane like her new car? - She’s _with it A delightful B delighting C delighted D delight Câu 4: When we got home, dinner _, so we had a drink first A was prepared B was being prepared C had been prepared D was preparing Câu 5: The man _ we are going to see is a millionaire A that/ which/ who/ x B that/ who/ whom/ x C he/ who / whom/x D.that/who/ whose/ x Câu 6: John’s grades are really bad but Tom’s grades are _ A badder B so worse C worse D worst Câu 7: is the variety of different types of plant and animal life in a particular region A Interaction B Herbicide C Environment D Biodiversity Câu 8: Unless this biodiversity were maintained, marine would be at stake A at risky B at risk C in danger of D in dangerous Câu 9: If you to me last week , you would have a lot of money now A would listened listened B had listened C Listen D would have 97 Câu 10: A fable is a short story which is generally told to teach useful lesson A some B a C the D an Choose the word or phrase (A, B, C, or D) that best fits each space in the following passage Organized football games began in 1863.In football, two (11) _of eleven players try to kick or head the ball into the goal of the other team.The goal keeper, (12) _ tries to keep the ball out of the goal, is only player on the field who can touch the ball with his or her hands The other players must use their feet, heads and bodies to(13) _ the ball Every four years, football teams around the world (14) _ for the World Cup.The World Cup competition started in 1930 Brazil is the home of many great football players, including the most famous player of all, Pele.With his fast dazzling speed, Pele played for many years in Brazil and then in New York.People in more than 140 countries (15) the world play football.It is definitely the world’s most popular sports Câu 11: A teams B players C champions D groups Câu 12: A that B who C whom D which Câu 13: A control B drive C make D watch Câu 14: A compete B play C fight D battle Câu 15: A on C whole D all over B through Rewrite the following sentences, using the words given Câu The movie was disappointing >We were………………… Câu It took us eight and a half hours from here to Australia by plane ( make question for underlined words)………………………? Câu I was astonished confidence.>What…………………………………… by her 98 Câu No one can study better than Nam in my class ( using comparative) Câu It’s years since I last saw Nam > I haven’t…………………… 99 APPENDIX H THE PRE-TEST FOR EXPERIMENTAL AND CONTROL GROUPS (45 mins) Describe your most memorable experience 2.THE PRE-TEST FOR EXPERIMENTAL AND CONTROL GROUPS (45 mins) Describe your hometown 100 APPENDIX I Examples of peer feedback sheet Lesson .Describing information from the table Writer: …………………………………………………… Reader:……………… …………………………………… No Questions Is the present simple tense correctly used for present facts ? Does the writer makes any errors in capitalization and punctuation ? Is the writing free of misspellings ? Is the writing free of fragments and run-ons ? Does the description present a clear and complete picture with all the facts and information from the table ? Are the details sufficient and appropriate ? Are the details presented in a recognizable and appropriate order? Are transition words used effectively ? Is the paper neat, legible, and presented in an appropriate format ? Lesson Writing about a famous musician Writer: …………………………………………………… Yes No 101 Reader:……………… …………………………………… No Questions Yes No Does the paper present key facts and events in his / her life such as date of birth ,place of birth,school attended , exam passed and interests ? Is the past simple tense used for past events ? Is the present simple tense used for present facts ? Does the writer use correct form to write about above facts and events ? Does the writer supply strong description of events ? Does the writer makes any errors in capitalization and punctuation ? Is the background presented in a logical and organized way ? Does the paper provide insight into the person’s character? Does the writer paint a vivid portrait using anecdote and quotes ? ... of writing , writing approach , stages in a writing lesson, the importance of feedback , rules of peer feedback and its roles in improving the writing skill 2.1.Definition of writing Simply, writing. .. topic such as the definition of writing and peer feedback , stages in a writing lesson, the importance of feedback , rules of giving peer feedback improving writing skill and its roles in Chapter... whether peer feedback is really useful and important in learning writing skill For the above-mentioned reasons, the author aims at conducting the study entitled ? ?Improving writing skill through peer