(LUẬN VĂN THẠC SĨ) Teaching writing in large classes through peer tutoring in university of economic and technical industries

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES *** NGUYỄN THỊ NGỌC ANH TEACHING WRITING IN LARGE CLASSES THROUGH PEER TUTORING IN UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES DẠY KĨ NĂNG VIẾT Ở LỚP ĐÔNG THÔNG QUA HOẠT ĐỘNG TRỢ GIẢNG GIỮA NGƯỜI HỌC VỚI NGƯỜI HỌC TẠI TRƯỜNG ĐẠI HỌC KINH TẾ-KỸ THUẬT CÔNG NGHIỆP M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 601410 HANOI - 2011 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES *** NGUYỄN THỊ NGỌC ANH TEACHING WRITING IN LARGE CLASSES THROUGH PEER TUTORING IN UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES DẠY KĨ NĂNG VIẾT Ở LỚP ĐÔNG THÔNG QUA HOẠT ĐỘNG TRỢ GIẢNG GIỮA NGƯỜI HỌC VỚI NGƯỜI HỌC TẠI TRƯỜNG ĐẠI HỌC KINH TẾ-KỸ THUẬT CÔNG NGHIỆP M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 601410 Supervisor: Phan Thị Vân Quyên, M.A HANOI - 2011 TIEU LUAN MOI download : skknchat@gmail.com iii ABSTRACT This study was carry out to investigate (1) current situations of use of peer tutoring in large writing classes (2) advantages of use of peer tutoring in large writing classes and ( 3) difficulties of use of peer tutoring in large writing classes 250 students and teachers are asked to answer survey questionnaires In addition, to clarify the issues raising from the questionnaires, interview and classroom observation were conducted The result showed the evaluation of students and teachers toward use of peer tutoring in large writing classes Because of large-size classes, writing stages is often used peers and teachers mainly use dyadic fixed-role tutoring and match peers based on their students’ knowledge In contrast, students appreciated the effectiveness of dyadic reciprocal-role tutoring In terms of advantages, both of them have the same ideas of advantages in peer tutoring such as: establishing close relationships, providing real audience for writer and reducing discomfort in large writing classes There is little contrast but it is not considerable Besides, in terms of difficulties in peer tutoring, three most difficult issues are listed by both students and teachers: lack of facilities in classes and time TIEU LUAN MOI download : skknchat@gmail.com iv TABLE OF CONTENTS Page PART A: INTRODUCTION 1 Rationale of the study Aims of the study and research questions Scope of the study Research methodology Design of the study PART B: DEVELOPMENT 1.1 An overview of teaching writing 1.1.1 Teaching writing 1.1.2 Writing versus speaking …………………………………………………5 1.1.3 Approaches to teaching writing 1.1.3.1 Approaches to teaching writing 1.1.3.2 Controlled to Free Approach………………….………………………… 1.1.3.3 Free-Writing Approach ………………………………………………… 1.1.3.4 Paragraph-Pattern Approach………………………….………………… 1.1.3.5 Grammar- Syntax-Organization Approach………….……………………6 1.1.3.6 Communicative Approach……………………………….……………… 1.1.3.7 Process Approach…………………………………………… ………… 1.1.3.7.1 Pre-writing ………………….…………………………… ………… 1.1.3.7.1.1 Brainstorming…………………………………………… ………… 1.1.3.7.1.2 Planning…………………………………………….…… ………… 1.1.3.7.1.3 Debating……………………………………………… ………… 1.1.3.7.1.4 Interviewing………………………………… ………… … …… 1.1.3.7.2 Writing stage…………………………………… ……… ………… 1.1.3.7.3 Post-writing stage ……………………………………… …… …… 1.2 Large classes ……………………………………………………… …… …… 1.2.1 Definition of large classes 1.2.2 Problems of large classes 1.3 Peer tutoring …………………………………… ……… … ………………….……………………… ……… ……… 1.3.1 What is peer tutoring? …………………………………… ……… ………… TIEU LUAN MOI download : skknchat@gmail.com 10 11 11 v 1.3.2 Criteria for matching peers………………………………… ……… ………… 11 1.3.3 Formats of peer tutoring ………………………………… ……… ………… 12 1.3.4 Advantages and difficulties of peer tutoring…………………………………… 13 1.3.4.1 Advantages of peer tutoring…………………………………… ……… …… 13 1.3.4.1.1 At the student level …………………………………… ……… ………… 13 1.3.4.1.2 At the teacher level …………………………………… ……… ………… 13 1.3.4.1.3 At the system level …………………………………… ……… ……… 14 1.3.4.2 Difficulties in peer tutoring…………………………………… ……… …… 14 1.4 Teaching writing in large classes through peer tutoring ……………………… 15 1.4.1 Using peer tutoring in stages of process writing……………………………… 15 1.4.1.1 Peer tutoring in Pre - writing stage…………………………………… ……… 15 1.4.1.2 Peer tutoring in Writing stage…………………………………… ……… … 15 1.4.1.3 Peer tutoring in Post- Writing stage…………………………………… …… 16 1.5 Effectiveness of using peer tutoring in large writing classes……………………… 16 1.6 Summary…………………………………… ……… ………… ………………… 17 CHAPTER 2: METHODOLOGY 21 2.1 Context of the study 18 2.2 Methodology 18 2.2.2 Instruments 19 2.2.3 Data collection procedure 20 2.3 Summary 20 CHAPTER 3: DATA ANALYSIS AND FINDINGS 21 3.1 Data analysis 21 3.1.1 Data analysis from students’ survey questionnaire…………………………………21 3.1.1.1 Students’ evaluation of current situations of use of peer tutoring………… ……21 in large writing classes 3.1.1.1.1 Frequency of use of peer tutoring in writing classes in UNETI…………………21 3.1.1.1.2 Students’ evaluation of use of peer tutoring and writing stages…………… …21 3.1.1.1.3 Students’ evaluation of Formats of peer tutoring in large writing classes ……… 22 3.1.1.1.4 Students’ evaluation of currently-used criteria for matching peers ………… 23 3.1.1.2 Students’ evaluation of Advantages of peer tutoring in large writing classes … 24 3.1.1.3 Students’ evaluation of Difficulties of peer tutoring in large writing classes ……25 TIEU LUAN MOI download : skknchat@gmail.com vi 3.1.2 Data analysis from teachers’ survey questionnaire…………………………… … 26 3.1.2.1 Teachers’ evaluation of frequency of using peer tutoring………………… …… 26 in writing classes in UNETI 3.1.2.2 Teachers’ use of use of peer tutoring and stages of writing ……… ………… 26 3.1.2.3 Teachers’ use of Formats of peer tutoring in large writing classes ……… … …27 3.1.2.4 Teachers’ Criteria of matching peers…………………………… 28 3.1.3 Teachers’ evaluation of Advantages of peer tutoring in large writing classes………29 3.2 Findings ………………………………………………………………………………30 3.2.1 Teachers and students’ evaluation of current situations of use of peer tutoring in large writing classes in UNETI……………………………………………… ………30 3.2.1.1 Frequency of use of peer tutoring in large classes……………………………… 30 3.2.1.2 Peer tutoring and stages of writing in large classes in UNETI ………………… 31 3.2.1.3 Formats of peer tutoring in large writing classes in UNETI …………………… 31 3.2.1.4 Criteria of matching peers in large writing classes in UNETI ………………… 31 3.2.1.5 Advantages of peer tutoring in large writing classes in UNETI …………………32 3.2.1.6 Difficulties of peer tutoring in large writing classes in UNETI ………………… 33 3.3 Summary …………………………………………………………………………… 34 CHAPTER FOUR: RECOMMENDATIONS………………………………………… 35 4.1 Upgrading facilities in classes…………………………….………………………… 35 4.2 Improving some class activities …………………….………………………………36 4.2.1 Combining three formats of tutoring……………………………………… ……….36 4.2.2 Encouraging students to communicate in English………………….………….… 36 4.2.3 Bettering the activities of pre-writing stage…………………….………………… 36 4.2.3 Identifying the purpose and audience……………… ….……………… 36 4.2.3 Analyzing models…………………….………………………………… 36 4.2.3 Brainstorming …………………….……………….…………………… 37 4.2.3.4 Interviewing…………………….………………… …………………… 37 4.2.3 Asking journalists’ question …………………….……………………… 38 4.2.4 Bettering the activities of post-writing stage…………………….………………… 38 4.2.5 Training students as tutors………………………….……………………………… 38 4.3 Summary………………………….……………………………… ……………… 39 PART C: CONCLUSION 40 Summary and conclusion of the study 40 TIEU LUAN MOI download : skknchat@gmail.com vii Limitations of the study 41 Recommendations for further study 41 References 42 Appendix A Appendix B Appendix C Appendix D Appendix F TIEU LUAN MOI download : skknchat@gmail.com viii LIST OF FIGURES & TABLES Figure 1: Students’ evaluation of frequency of using peer tutoring in writing……… 21 classes in UNETI Figure 2: Students’ evaluation of advantages of peer tutoring in large writing classes….25 Figure 3: Students’ evaluation of difficulties of peer tutoring in large classes………… 25 Figure 4: Teachers’ evaluation of frequency of using peer tutoring in writing classes… 26 in UNETI Figure : Teachers’ evaluation of advantages of peer tutoring in large writing…………29 Figure 6: Teachers’ evaluation of difficulties of peer tutoring in large classes………… 30 Figure 7: Teachers & Students’ evaluation of use of peer tutoring in large writing …… 31 classes Figure 8: Teachers & Students’ evaluation of advantages of peer tutoring in large …… 32 writing classes Figure 9: Teachers & Students’ evaluation of difficulties of peer tutoring in large………33 writing classes Table 1: Challenges to teachers and students…………………………………………….10 Table 2: Frequency of using peer tutoring in large writing classes………………………22 Table 3: Students’ evaluation of frequency of teacher’s using formats of peer ……… 23 tutoring Table 4: Students’ evaluation of Effectiveness of teacher’s using formats of …………23 peer tutoring Table 5: Students’ evaluation of frequency of using criteria of matching peers……………23 Table 6: Teachers’ evaluation of Frequency of using peer tutoring in stages ………… 24 of writing Table 7: Teachers’ evaluation of Effectiveness of using peer tutoring in ………………27 stages of writing………………………………………………………………….27 Table 8: Teachers’ evaluation of Frequency of teacher’s using formats of …………… 27 peer tutoring Table 9: Teachers’ evaluation of Effectiveness of teacher’s using formats…………… 27 of peer tutoring Table 10 : Teachers’ evaluation of Frequency of using criteria of matching peers………… 28 Table 11: Teachers’ evaluation of Effectiveness of criteria of matching peers…………… 29 TIEU LUAN MOI download : skknchat@gmail.com ix TIEU LUAN MOI download : skknchat@gmail.com PART A: INTRODUCTION Rationale Numerous methodologies have emerged in the field of education throughout the centuries One of the methods is peer tutoring “Peer tutoring refers to the concept of students teaching other students in formal or informal learning situations that are delegated, planned or directed by the teacher” ( Wagner( 1982-5)) A lot of researches states that peer tutors are effective in helping students with the different stages of the writing process which is considered to be the most difficulty and complex skill in teaching and learning English language Moreover, Johnson and Johnson( 1975-37) showed that “ peer tutoring takes the pressure off the teacher by allowing her to teach a large group of students, at the same time, it allows the slow learners the individual attention they need.” Buckholt and Wodarski( 1978-50) added that “ peer tutoring can reduce anxiety caused by vast differences in age, status, and background between students and teachers A peer tutor can may possible communicate more easily with a student” Therefore, peer tutoring has advantages of teaching in multi-level large classes It creates communicative opportunities as well as additional motivation for learning Also, the teachers not have to have difficulties in management and organization of large classes In addition, I have been teaching English in University of Economic and Technical Industries (UNETI) for at least three years I realize similar issues also have appeared in UNETI, which encourages me to conduct the study “Teaching writing in large classes through peer tutoring in UNETI” Aims of the study This study was aimed to: (1) Examine the current situations of using peer tutoring to teach large writing classes (2) Examine the advantages of use of peer tutoring in large writing classes (3) Examine the difficulties of use of peer tutoring in large writing classes Research questions The study was carried out in order to find out the answers to research questions TIEU LUAN MOI download : skknchat@gmail.com II Formats Description of formats Very often Sometimes Never Same year dyadic fixed-role Same year dyadic reciprocal Same year group tutoring How effective are the following formats? Formats Description of formats Very useful I don’t Know Not useful at all Same year dyadic fixed-role Same year dyadic reciprocal Same year group tutoring What criteria your teachers use for matching peers? Factors Always Sometimes Never Ability to work together Gender Knowledge How effective are these criteria? Factors Very useful I don’t know Not useful at all TIEU LUAN MOI download : skknchat@gmail.com III Ability to work together Gender Knowledge Part 2: Advantages of peer tutoring in large writing classes What are the advantage(s) of peer tutoring in large writing classes?  Provides real audiences for writers  Improves communication’s skills  Improves composition skills  Reduces discomfort in large classes  Establishes close relationships Part 3: Difficulties of using peer tutoring in large writing classes Which of following difficulties you have when you participate in peer tutoring in your writing classes?  Time allowance for writing lesson is not enough  Facilities of classes are not well-equipped  Reliability among students is not high  Tasks of writing are not suitable THANK YOU FOR YOUR CO-OPERATION! TIEU LUAN MOI download : skknchat@gmail.com IV Phụ lục A (Một câu hỏi hoàn thành sinh viên) BẢNG CÂU HỎI KHẢO SÁT (đối với sinh viên)) Câu hỏi điều tra thiết kế cho đề tài làm luận văn thạc sỹ "Dạy kĩ viết lớp đông thông qua hoạt động trợ giảng người học với người học trường Đại học Kinh tế-Kỹ Thuật Công Nghiệp " Vì tơi đánh giá cao việc bạn trả lời câu hỏi khảo sát Tất thông tin bạn cung cấp dành cho mục đích nghiên cứu bạn tin thông tin không đưa đề tài nghiên cứu khác Cảm ơn bạn nhiều hợp tác bạn Xin vui lòng đánh dấu (√) vào câu hỏi sau Giáo viên sử dụng hoạt động trợ giảng ngƣời học với ngƣời học lớp bạn chƣa?  Luôn  Đôi  Không Nếu câu trả lời luôn đơi khi, xin vui lịng trả lời câu hỏi sau Phần 1: Thực trạng áp dụng hoạt động trợ giảng ngƣời học với ngƣời học học viết lớp đông? Giáo viên thƣờng xuyên sử dụng hoạt động trợ giảng ngƣời học với ngƣời học giai đoạn viết lớp học bạn? Giai đoạn Mô tả giai đoạn viết Thƣờng Đôi Không bao viết xuyên Pre- writing Writing Post –writing Bắt đầu hoạt động suy nghĩ, phác thảo, tranh luận vấn đề liên quan đến chủ đề Bao gồm hoạt động như: kiểm tra lựa chọn từ /cấu trúc câu phong cách Viết việc xếp ý văn để người viết thảo thứ Bao gồm hoạt động phản hồi từ TIEU LUAN MOI download : skknchat@gmail.com V Bạn đánh giá nhƣ tính hiệu việc sử dụng Hoạt động trợ giảng ngƣời học với ngƣời học giai đoạn viết? Giai đoạn viết Mô tả giai đoạn viết Pre- writing Bắt đầu hoạt động suy nghĩ, phác thảo, tranh luận vấn đề liên quan đến chủ đề Bao gồm hoạt động như: kiểm tra lựa chọn từ /cấu trúc câu phong cách Viết việc xếp ý văn để người viết thảo thứ Bao gồm hoạt động phản hồi từ Writing Post –writing Rất hiệu Không hiệu Giáo viên bạn thƣờng sử dụng hình thức hoạt động trợ giảng ngƣời học với ngƣời học nhƣ ? Hình thức Mơ tả Same-year dyadic fixed-role Hai sinh viên tuổi, số điểm khóa học, có sinh viên đảm nhận người trợ giảng Hai sinh viên tuổi, số điểm khóa học, họ thường luân phiên làm trợ giảng cho Các sinh viên tuổi, số điểm tương đương Same-year dyadic reciprocal-role Same-year group Rất thƣờng xuyên Đôi Không TIEU LUAN MOI download : skknchat@gmail.com VI khóa học làm thành nhóm Bạn đánh giá hiệu hình thức hoạt động trợ giảng ngƣời học với ngƣời học nhƣ ? Hình thức Mơ tả Same-year dyadic fixed-role Hai sinh viên tuổi, số điểm khóa học, có sinh viên đảm nhận người trợ giảng Hai sinh viên tuổi, số điểm khóa học, họ thường luân phiên làm trợ giảng cho Các sinh viên tuổi, số điểm tương đương khóa học làm thành nhóm Same-year dyadic reciprocal-role Same-year group Rất hữu Tơi ích khơng biết Khơng hữu ích Giáo viên bạn thƣờng sử dung tiêu chí để ghép cặp đôi hoạt động trợ giảng ngƣời học với ngƣời học? Tiêu chí Ln ln Đơi Không Khả làm việc Giới Tính Kiến thức Bạn đánh giá hiệu tiêu chí ghép cặp đơi hoạt động trợ giảng ngƣời học với ngƣời học? Tiêu chí Rất hữu ích Tơi khơng biết Khơng hữu ích TIEU LUAN MOI download : skknchat@gmail.com VII Khả làm việc Giới Tính Kiến thức Phần 2: Ƣu điểm hoạt động trợ giảng ngƣời học với ngƣời học lớp viết đơng học sinh Bạn có nghĩ ƣu điểm hoạt động trợ giảng ngƣời học với ngƣời học lớp bạn dạy viết là:  Có người đọc đọc bạn viết  Cải thiện kỹ giao tiếp  Cải thiện kỹ viết  Giảm khó chịu lớp học đông  Tạo mối quan hệ thân thiện học sinh lớp Phần 3: Những khó khăn việc sử dụng hoạt động trợ giảng ngƣời học với ngƣời học dạy viết lớp đơng Bạn có khó khăn bạn tham gia vào hoạt động trợ giảng ngƣời học với ngƣời học dạy viết lớp đông?  Thời gian dành cho học viết không đủ để thực hoạt động trợ giảng người học với người học Cơ sở vật chất lớp học không trang bị tốt  Độ tin cậy sinh viên chưa cao  Bài tập viết chưa phù hợp CHÂN THÀNH CÁM ƠN SỰ CỘNG TÁC BẠN! TIEU LUAN MOI download : skknchat@gmail.com VIII APPENDIX B (A questionnaire completed by teachers) SURVEY QUESTIONNAIRE (for teachers) This survey questionnaire is designed for my research into “Teaching writing in large classes through peer tutoring” Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose and you can be confident that you will not be identified in any discussion of the data Thank you very much for your cooperation Please give tick (√) or provide appropriate answer(s) for the following questions Have you ever used peer tutoring in teaching your large writing classes?  Always  Sometimes  Never If answer is always or sometimes, please answer the following questions Part 1: Current situations of use of Peer tutoring used in large writing classes Do you often use peer tutoring in which stage(s) of writing in your large classes? Stages of writing Very often Sometimes Never Pre- writing Writing Post –writing How effective are these stages of writing used peer tutoring? Stages of writing Very I don’t Not effective effective know at all Pre- writing Writing Post –writing TIEU LUAN MOI download : skknchat@gmail.com IX How often you use the following formats of peer tutoring? Formats Description of formats Same-year dyadic fixed-role Students are the same age, year of study, point in the course; and a student takes responsibilities as a tutor Students are the same age, year of study, point in the course; they take turn at being a tutor Same-year dyadic reciprocal-role Very often Sometimes Never Same-year group How effective are the following formats? Formats Description of formats Same-year dyadic fixedrole Students are the same age, year of study, point in the course; and a student takes responsibilities as a tutor Students are the same age, year of study, point in the course; they take turn at being a tutor Same-year dyadic reciprocalrole Very useful I don’t Know Not useful at all Same-year group What criteria you use for matching peers? Factors Always Sometimes Never TIEU LUAN MOI download : skknchat@gmail.com X Ability to work together Gender Knowledge How effective are these criteria? Factors Very useful I don’t know Not useful at all Ability to work together Gender Knowledge Part 2: Advantages of peer tutoring in large writing classes Do you think which advantage(s) of peer tutoring in large writing classes are?  Provides real audiences for writers  Improves communication’s skills  Improves composition skills  Reduces discomfort in large classes  Establishes close relationships Part 3: Difficulties of using peer tutoring in large writing classes Which of following difficulties you have when using peer tutoring in your writing classes?  Time allowance for writing lesson is not enough  Facilities of classes are not well-equipped  Reliability among students is not high  Tasks of writing are not suitable THANK YOU FOR YOUR CO-OPERATION TIEU LUAN MOI download : skknchat@gmail.com XI APPENDIX C CLASS ROOM OBSERVATION Length of period: Place: Descriptive notes Date: Reflective notes I Pre-writing - Brainstorming - Planning - Debating - Interviewing II Writing III Post- writing Class ends at TIEU LUAN MOI download : skknchat@gmail.com XII APPENDIX D INTERVIEW QUESTIONS FOR TEACHERS Why you often use same-year dyadic fixed-role and same year group in your large writing classes? Why you use “knowledge” criterion to match peers in your classes? TIEU LUAN MOI download : skknchat@gmail.com XIII APPENDIX E: Sample Checklist Content The paper     Addresses the topic or question Is factually accurate Accurately presents assigned author's or authors' viewpoint(s) Provides sufficient textual evidence to support your argument Structure The introduction    Is present in the paper Includes a clearly stated thesis Indicates how the paper is organized The body  Contains a complete discussion and support Each paragraph    Includes a topic sentence Develops one main idea Has a transition sentence linking it to the next paragraph The conclusion   Recaps the thesis statement and the essay's main points Presents a closing statement of the writer's position Organization and Development The entire composition   Is logically organized Has a solid argument with supporting evidence Main points    Are relevant to the thesis statement Are discussed without repetition Are easy to locate TIEU LUAN MOI download : skknchat@gmail.com XIV Style The writing           Is concise and precise Is free of misspellings Is free of grammatical mistakes Lacks incomplete sentences Employs appropriate punctuation Includes subject/verb agreement Uses pronouns correctly Is free of sexist language Is free of jargon and cliches Cites references correctly TIEU LUAN MOI download : skknchat@gmail.com XV APPENDIX F: GUIDLINE FOR TUTOR IN WRITING Planning - Before writing help your friend to plan what to say - Ask questions to help work out what to include - Help to work out the order of ideas/parts Writing You should say: - think of the first sentence - say it aloud You repeat 1st sentence - Does that sound right? Say it again - How does the 1st word begin? - Say the sentence as you write it - When a sentence is written ask your friend to check it before starting a new sentence Note: When your friend has problems with a word, pause and count to 10 before you say: - What is the word you want to write Note: Say it slowly- stretch it out, what can hear at the beginning, in the middle, at the end? Keep saying the word while you write what you can hear in the try column - Tick letters spelt correctly and fill in others….say: Now think of your next word or sentence Editing Questioning Ask your friend to read his/her story and ask questions to help them think about the changes they could make Make sure your questions link back to what your friend has written Checking for accuracy Remember to encourage your friend to use one or more of the following: Alphabet card/Word list/Dictionary Praise: Remember to praise your friend for: - Things they got right or corrected Things you enjoyed about their writing Don’t forget to have fun TIEU LUAN MOI download : skknchat@gmail.com XVI TIEU LUAN MOI download : skknchat@gmail.com ... Frequency of use of peer tutoring in large classes? ??…………………………… 30 3.2.1.2 Peer tutoring and stages of writing in large classes in UNETI ………………… 31 3.2.1.3 Formats of peer tutoring in large writing classes. .. situations of using peer tutoring to teach large writing classes (2) Examine the advantages of use of peer tutoring in large writing classes (3) Examine the difficulties of use of peer tutoring in large. .. investigate (1) current situations of use of peer tutoring in large writing classes (2) advantages of use of peer tutoring in large writing classes and ( 3) difficulties of use of peer tutoring