The effects of moodle peer feedback on students writing performance master of tesol

MINISTRY OF EDUCATION AND TRAINING BA RIA-VUNG TAU UNIVERSITY - THESIS DO THI NHU NGUYET THE EFFECTS OF MOODLE-PEER FEEDBACK ON STUDENTS’ WRITING PERFORMANCE Ba Ria-Vung Tau University [April 2022] MINISTRY OF EDUCATION AND TRAINING BA RIA-VUNG TAU UNIVERSITY - THESIS THE EFFECTS OF MOODLE-PEER FEEDBACK ON STUDENTS’ WRITING PERFORMANCE [Do Thi Nhu Nguyet] Supervisor: Assoc Prof [Pham Vu Phi Ho], Ph.D., Submitted in fulfilment of the requirements for the degree of Master of TESOL Faculty of TESOL School of International Training and Postgraduate Studies Ba Ria-Vung Tau University [April 2022] Abstract In today's era of computer technology, online peer feedback has become more and more popular in the field of education and plays an essential part in enhancing students’ writing skills The students’ writing performances’ reality at Ba Ria-Vung Tau University suggests that they still repeat common writing mistakes after their writing products are reviewed carefully by the teachers Besides, the attainable learning advantages of delivering peer feedback in electronic learning environment have not been studied to such a great extent and especially in the aftermath of the Covid-19 pandemic, the use of this feedback is necessary The study is managed to research the effectual aspect of Moodle-peer feedback in writing lessons of non-English majors at Ba Ria-Vung Tau University A total of sixty pre-intermediate non-English majors from two classes selected and split up into two groups The two groups absorbed the same syllabus and curriculum, textbook, methods of teaching, and educational capacity in the traditional class and performed two different separate tasks, in which the experimental group used Moodle, while the other group use paper to write paragraph A pretest and a post-test were gathered to assess learners' writing paper while questionnaire and an interview are instruments to evaluate the students’ attitudes The study points out that the experimental group attained a considerable enhancement in post-test scores as a result of the five-week experiment with Moodle-peer feedback and a large number of them will continue to use it in the future In addition, the current study provided a new approach for local educators to teaching writing The outcome demonstrates that Moodle-peer feedback via the forum can be an useful instructional tool It has the potential to help students improve their writing skills and attitudes regarding Moodle-peer feedback in English writing Key words: Moodle-peer feedback, attitudes, non-English majors, English writing skills, blended learning, writing performance i Table of Contents Abstract i Table of Contents ii List of Figures vi List of Tables vii List of Abbreviations viii Statement Of Original Authorship ix Acknowledgements x CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Purposes of the study 1.3 Significance and scope of the study 1.3.1 Significance of the study 1.3.2 Scope of the study 1.4 Thesis outline CHAPTER 2: LITERATURE REVIEW 2.1 Writing teaching theories 2.1.1 Definition of writing 2.1.2 Writing performance 2.2 Moodle 10 2.2.1 Definition of Moodle 10 2.2.2 Layout 12 2.3 The importance of peer feedback in writing instruction 14 ii 2.3.1 Peer feedback 14 2.3.2 The role of peer feedback in teaching writing 15 2.4 Blended Learning 17 2.4.1 Definitions of blended learning 17 2.5 Previous studies on using moodle-peer feedback in writing lesson 18 2.6 Summary 22 CHAPTER 3: METHODOLOGY 24 3.1 Research method 24 3.2 Research design 27 3.3 Participants 28 3.4 The Experimental Group 30 3.5 Research instruments 32 3.5.1 The Pre- and Post-test 34 3.5.2 Questionnaires 35 3.5.3 Interview 36 3.5.4 Instruments used to acquire data: a summary 38 3.6 Main stages of Data Collection 38 3.7 Analytical framework 45 3.7.1 Pre-test and post-test 45 3.7.2 The questionnaire's quantitative analysis 46 3.7.3 Qualitative analysis of the interview 47 3.8 Moral issues 48 3.9 Chapter summary 49 CHAPTER 4: FINDINGS AND DISCUSSIONS 50 iii 4.1 Research question 1: To what extent does the use of moodle-peer feedback affect the students’ writing performance? 50 4.1.1 Results of the pre-test 50 4.1.2 Independent Sample t Test of pretests results 52 4.1.3 Results of the post-test 52 4.1.4 Independent Sample t Test of post-tests results 54 4.2 Research question 2: What are the students’ attitudes towards moodle-peer feedback in English writing skills? 55 4.2.1 Data collected from questionnaires 55 4.2.1.1 An overview of the background information provided by the responders 55 4.2.1.2 Students' participation in peer criticism before and after it is used in class 56 4.2.1.3 The effects of peer criticism on writing performance in Moodle (items 1-5)57 4.2.1.4 Moodle-peer criticism's effects on teamwork and interaction (items 6-9) 63 4.2.1.5 Attitudes of Moodle-peer feedback in general (items 10-14) 64 4.2.1.6 Discussion in Moodle-peer feedback: Attitudes of enjoyment (items 15-20)67 4.2.1.7 Motivational attitudes in Moodle based on peer feedback (items 21-28) 68 4.3 Major findings of the study 71 4.4 Discussion 71 4.5 Overall summary 73 CHAPTER 5: 74 CONCLUSIONS AND RECOMMENDATIONS 74 5.1 Conclusions 74 5.2 Pedagogical implications 75 5.3 Limitations 76 iv 5.4 Recommendations 77 REFERENCES 78 APPENDIXES i v List of Figures Figure A main course page with “view” 13 Figure 2 A main course page with posts 14 Figure Conceptual framework: The effects of Moodle-peer feedback on students’ writing performance 23 Figure Chat box used in the course 30 Figure BVU’s Moodle-peer feedback’s homepage 31 Figure 3 Topic in Moodle forum 32 Figure Comparison of means of pretest and posttest score 54 Figure Students' participation in peer criticism before it is used in class 56 Figure Students' participation in peer criticism after it is used in class 57 vi List of Tables Table Prior to therapy, collected participants’ general information 29 Table Data collection instruments’ summary 38 Table 3 The syllabus and main stages of data collection 38 Table Pretests scores 51 Table Two raters correlated the EG's pretest scores 51 Table Pretest score descriptive statistics 52 Table 4 Two raters correlated the CG's posttest scores 52 Table Two raters correlated the EG's pretest results 53 Table Post-test scores descriptive statistics 53 Table A summary of the respondents’ background information 55 Table The effects of peer criticism on writing performance in Moodle 61 Table Moodle-peer criticism's effects on teamwork and interaction 63 Table 10 Attitudes of Moodle-peer feedback in general 65 Table 11 Discussion in Moodle-peer feedback: Attitudes of enjoyment 67 Table 12 Motivational cognition on peer feedback via Moodle 69 vii List of Abbreviations EFL: English as a Foreign Language ESL: English as a Second Language L2: Second Language BVU: Ba Ria-Vung Tau University EG: Experimental Group CG: Control Group A: Agree D: Disagree N: Neutral SA: Strongly Agree SD: Strongly Disagree M: Mean S: Student VLE: Virtual Learning Environment SPSS: Statistical Package for the Social Sciences S.D: Standard Deviation viii The study's final flaw is the limited amount of time allowed to carry out the trial During the academic year 2020-2021's third semester, the treatment lasted only weeks If the study had been conducted over a longer length of time, the results would have been more significant Moreover, the students' lack of computer abilities was one of the study's key shortcomings In additon, the teenagers lacked English skills, collaboration, and excitement Some of the students were nervous and fearful As a result, the researcher had to use a significant amount of time to help them understand by elucidating and motivating They were so unfamiliar with Moodle-peer feedback at first that they simply wanted to study using ways that they were already accustomed with The researcher was deliberate in his presentation and demonstration of his findings 5.4 Recommendations Several recommendations for further research are made based on the constraints indicated in section 5.2 To begin, a larger sample size may be used in future research to improve the accuracy of the study's conclusions Each group should have a minimum of 30 students and a maximum of 40 students Second, the experiment should be carried out in a school where internet access is readily available As a result, students can easily create a paragraph on Moodle whenever and wherever they need to Finally, teachers should their utmost to introduce, motivate, and encourage students in order to obtain more accurate findings Students can only give their best when they are relaxed and enthusiastic about learning Finally, more research should be conducted during the course of a prolonged length of time to allow researchers to collect and analyze more data 77 REFERENCES Badger, R & (2000) A process genre approach to teaching writing ELT journal, 54(2), 153-160 Bijami, M K (2013) Peer feedback in learning 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Satisfy all the requirements of the assignment 1.0 _ - Paraphrase answers fully and clearly and develop ideas fully 1.5 Total 2.5 _ - It is the most essential sentence in the paragraph and the first sentence of the paragraph 0.5 _ - This sentence briefly outlines what the passage is about 0.5 _ - Usually mentioned in the topic sentence 0.25 _ - Flip open the center of the whole paragraph 0.25 _ - Limit the topic of the passage to specific problems 0.25 _ - Phrases used to express controlling ideas 0.25 _ 2.0 _ 0.5 _ Organization and coherence – 4.5 points The topic sentence The controlling idea The supporting sentences - Give the main ideas to explain and prove the topic sentence The concluding sentence - It is the last sentence of the paragraph - Repeat the main idea stated in the topic sentence in a different way, drawing conclusions based on the arguments made earlier Total 4.5 Vocabulary, Grammar and Sentence Structure - 2.5 points i 1.25 _ 1.25 _ - Using a variety of vocabulary in a natural and complex way, controlled according to criteria, rarely make mistakes except in cases where native speakers also make mistakes - Using diverse, flexible and precise structures, rarely make mistakes except in cases where native speakers also make mistakes Total 2.5 Mechanics - 0.5 points Punctuation includes periods, commas, semicolons, quote marks 0.5 _ (0.3), capitalization (0.1), and spelling (0.1) Total Total 0.5 10 ii APPENDIX B: QUESTIONNAIRE A LETTER REQUEST Dear Students, We am doing a survey on “The effects of Moodle-peer feedback on students’ writing performance” We would highly appreciate for your voluntary participation in completing the items of the questionnaire below All of your responses and information will be kept totally clandestine and used just for data analysis In any case, your privacy is guaranteed Sincerely, Do Thi Nhu Nguyet For further information, please contact me via email or phone Email: donhunguyetnn@gmail.com Phone: 0947.82.54.54 SURVEY QUESTIONNAIRE I BACKGROUND INFORMATION Please read the following questions and answer by typing in the gap, or clicking the box next to your option (1, 2, 3, 4, or 5) What gender are you? Male Female What’s your major? ………………………………………… In the latest semester, what score you achieve in English learning result? A Less than 3.5 B From 3.5 to 4.9 C From 5.0 to 6.4 D From 6.5 to 7.9 E Over 8.0 How many hours a day you spend on learning English? A Never B In under an hour C 1-2 hours D 2-3 hours E hours or more What you think about your English competence? A Very poor B Poor C Average D Good E Very good II EFETCTS OF MOODLE-PEER FEEDBACK IN WRITING SKILLS Please put (✔) to the option that best fits your needs Only ONE solution is available 1-Strongly Disagree, -Disagree, 3- Neutral, 4- Agree, 5-Strongly Agree Thanks a lot for your cooperation! iii No The impacts of Moodle-peer criticism on writing performance Moodle-peer feedback has helped me enhance my overall writing skills Moodle-peer feedback has aided me in improving the quality of my learning My written communication skills have improved because of Moodle-peer criticism I've been able to widen my understanding thanks to Moodle-peer criticism My learning benefits from Moodle-peer feedback No Moodle-peer criticism's effects on teamwork and interaction Moodle-peer feedback has allowed me to learn a lot from my peers Moodle-peer feedback is a good way to interact socially Moodle-peer feedback provides an excellent opportunity for peers and teachers to 5 exchange ideas When I needed help, I felt comfortable contacting the instructor and/or other students for clarification via synchronous/asynchronous chat conversation iii No Attitudes of Moodle-peer feedback in general 10 More effective writing practice than in the usual classroom came from 5 synchronous/asynchronous chat discussions 11 I spend more time in synchronous and asynchronous chat rooms than in normal classes 12 My participation in studies was enhanced through synchronous and asynchronous chat discussion activities 13 My synchronous/asynchronous chat discussion experience was positive 14 After completing this course, I can confidently state that I have improved as a writer No Discussion in Moodle-peer feedback: Attitudes of enjoyment 15 During the synchronous/asynchronous chat conversation, I felt anxious 16 During the synchronous/asynchronous chat conversation, I felt anxious 17 Online chats, in my opinion, grow into engaging debates 18 19 20 During synchronous/ asynchronous chat discussions, the opinions of my peers fascinate me My interest in learning grows as a result of synchronous and asynchronous chat interactions I appreciate synchronous and asynchronous online chat discussions iv No Motivational attitudes in Moodle based on peer feedback 21 Moodle-peer feedback encourages me to continue learning 22 Moodle-peer feedback encourages me to continue learning 23 Moodle-peer feedback encourages me to my best job 24 For this course, the Moodle format is acceptable and effective 25 For this writing course, Moodle proved to be a useful tool 26 On Moodle, I enjoy working with peers via computer-mediated synchronous/asynchronous chat discussion 27 I feel free to express myself and ask questions when I utilize Moodle 28 In the future, I would like to use Moodle in my English classes v APPENDIX C BẢNG CÂU HỎI (Dành cho sinh viên không chuyên tiếng Anh trường Đại học Bà Rịa-Vũng Tàu tham gia trả lời bảng câu hỏi sau) Xin chào bạn sinh viên! Tôi nghiên cứu việc áp dụng phản hồi từ người học với bạn dựa tảng Moodle nhằm cải thiện kĩ viết cho sinh viên Tôi đảm bảo thông tin cá nhân em khơng bị đưa bên ngồi Điểm số bạn khóa học khơng liên quan câu hỏi khảo sát Với câu khảo sát bên dưới, vui lòng đánh dấu (✔) vào câu trả lời theo bạn hợp lý Chân thành cảm ơn hợp tác bạn! 1-Rất không đồng ý, 2-Không đồng ý, 3- Trung lập, 4- Đồng ý, 5-Rất đồng ý STT Moodle-peer criticism's effects on teamwork and interaction Phản hồi từ người ngang hàng Moodle giúp nâng cao kỹ viết tổng thể Moodle-peer feedback has allowed me to learn a lot from my peers Moodle-peer feedback is a good way to interact socially Moodle-peer feedback provides an excellent opportunity for peers and teachers to exchange ideas vi STT Việc học hưởng lợi từ phản hồi Moodle-peer Phản hồi từ bạn học dựa vào tảng web có tác động đến việc tương tác trogn làm việc nhóm 5 Tôi học nhiều điều thú vị từ phản hồi từ người ngang hàng Moodle Phản hồi ngang hàng Moodle cách tương tác xã hội tốt STT 10 Phản hồi ngang hàng Moodle cung cấp hội tuyệt vời cho đồng nghiệp giáo viên trao đổi ý kiến Khi cần trợ giúp, cảm thấy thoải mái liên hệ với người hướng dẫn / sinh viên khác để làm rõ thơng qua trị chuyện đồng / không đồng Nhận thức phản hồi ngang hàng Moodle nói chung Thơng qua trị chuyện đồng bộ/khơng đồng tảng viết giúp cải thiện kĩ viết 11 So với lớp học truyền thống, thường xuyên đăng nhập web tương tác với bạn học 12 Tôi nghiên cứu nhiều qua thảo luận 13 Tôi ln tích cực tham gia vào buổi thảo luận với bạn học 14 Tôi tự tin kĩ viết sau hồn thành lớp học viết vii STT Thảo luận phản hồi ngang hàng Moodle: Nhận thức thích thú Trong trò chuyện đồng / không đồng bộ, cảm thấy lo lắng 15 16 Các trò chuyện trực tuyến, theo ý kiến tôi, phát triển thành tranh luận hấp dẫn 17 Tôi hào hứng với phản hồi bạn bè học viết Moodle 18 Mối quan tâm việc học tập tăng lên kết tương tác trị chuyện đồng khơng đồng Tơi đánh giá cao buổi trao đổi với bạn học Moodle 19 20 Tôi sẵn sàng tham gia thảo luận chia sẻ kiến thức với bạn học tảng web viii Nhận thức động lực Moodle dựa phản hồi bạn bè STT Phản hồi bạn Moodle khuyến khích tơi tiếp tục học hỏi 21 22 Phản hồi bạn Moodle khuyến khích tơi làm tốt cơng việc Đối với khóa học này, định dạng Moodle chấp nhận hiệu 23 Đối với khóa học viết này, Moodle tỏ cơng cụ hữu ích 24 25 Nhờ có hệ thống học trực tuyến mà tơi dễ dàng trao đổi với bạn học Tôi thoải mái thể thân đặt câu hỏi sử dụng Moodle 26 Trong tương lai, muốn sử dụng Moodle để học viết tiếng Anh 27 Việc học cải thiện nhờ sử dụng Moodle 28 ix APPENDIX D INTERVIEW QUESTIONS I'd like to ask you a few questions concerning the Moodle-peer feedback that you received through our university's website, elearning.bvu.edu, in which you responded to your peers and received criticism on your work Furthermore, the usage of online peer feedback is being considered Apart from my guided questions, you are free to add more of your own ideas if you feel the need to so Please provide me with your complete responses to each question Do you believe peer response via Moodle is beneficial to you? When you read and provide feedback on your classmates' paragraph writing, you learn anything? Did the feedback from your peers help you revise your paragraph writing? How did the peer response activity make you feel? was it good or bad? Why you think that is? When you write your remarks, what you concentrate on? Do you find it beneficial to make comments on other people's work? If that's the case, what are the advantages? Why not, if not? Do you regularly grasp the remarks and corrections of your peers? What should you if you don't understand what your peers are saying? Do you think your classmates' Moodle-peer feedback has aided you in succeeding in this course and improving your writing? Why you think that is? 10 Is it motivating to put your paragraph on our university's website for comments from your peers? (Adapted from Ho, P.V.P (2017)) xii ... interviewee The purpose of the interview was to gain a greater comprehension of the effectiveness of the Moodle-peer feedback and the current situation in the Moodle-peer feedback writing course The. .. result, the purpose of this study is to investigate the effects of Moodle-peer feedback at BVU 22 Figure Conceptual framework: The effects of Moodle-peer feedback on students’ writing performance. .. regarding the influence of Moodle-peer feedback on perceivers' writing abilities in the Vietnamese setting in terms of theoretical contributions These non-professional students are aware of moodle,