AN INVESTIGATION INTO PRE INTERMEDIATE LEARNERS ATTITUDES TOWARDS PEER CORRECTION IN ENGLISH WRITING AT UNIVERSITY OF SCIENCE HO CHI MINH CITY

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE AN INVESTIGATION INTO PRE-INTERMEDIATE LEARNERS’ ATTITUDES TOWARDS PEER CORRECTION IN ENGLISH WRITING AT UNIVERSITY OF SCIENCE HO CHI MINH CITY A project report submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL by PHẠM PHÚC KHÁNH MINH Instructed by Lê Hoàng Dũng, Ph.D Nguyễn Thị Kiều Thu, Ph.D Phó Phương Dung, Ph.D HO CHI MINH CITY, JULY 2016 Table of Contents Abstract CHAPTER 1: Introduction CHAPTER 2: Literature review CHAPTER 3: Methodology 13 CHAPTER 4: Results and discussions 19 CHAPTER 5: Conclusions and recommendations 30 References 33 Appendices 36 ABSTRACT It is widely known that teacher written feedback plays an important role in teaching writing skill, and that this feedback technique has been employed for a long time in many parts of the world as well as in Vietnam By using a questionnaire, the study investigates elementary learners’ attitudes towards a particular technique of error correction in English writing – peer correction The population of the study includes forty students who are randomly chosen from an English class at University of Science Ho Chi Minh City The learners are instructed and conducted peer correction for a semester of twelve weeks, including six writing assignments followed by peer correction activity At the end of the term, an adapted questionnaire is distributed to the learners for data collection The questionnaire findings revealed that students generally have positive attitudes towards peer correction They generally agree and enjoy the activity However, since their English proficiency is not at a high level, the students are noticed of insecurity and anxiety when participating in the process Thus, the researcher suggested that peer correction should be applied in a proper way, with teachers’ careful supervision and monitoring; and it was suggested that peer correction can be employed in other lessons such as listening, speaking, and reading classes Besides, more applications and recommendations for further research were also proposed Keywords: attitudes, peer correction CHAPTER 1: INTRODUCTION 1.1 Background to the study It is well known that learning a second language is a gradual process during which mistakes are expected to be made in every stage of learning It is important for teachers and learners to accept the fact that errors are an inevitable part of the learning process (Davies and Pearse, 2002) Learners’ errors are considered to represent what learners are struggling to master, what they have misunderstood and what they need to put more effort in (Lavery, 2001) Therefore, errors are a sign of learning in the language learning process Error correction has been a major point for researchers in the field of second language acquisition The responsibility of correcting learners’ mistakes is known to belong to teachers, who are supposed to hold a wide knowledge of the target language and show no tolerance to errors It is also regarded as the most exhausting and time-consuming aspect of teachers’ work (Ferris, 2002; Mantello, 1997) As a result, learners’ errors and feedback to errors have become a great interest to language teachers and researchers (Diab, 2005, Wang, 2010; Katayama; 2007) In most of the studies, the importance of feedback, ways of providing and receiving feedback as well as what the effect of feedback on students' writing are perceived as crucially significant aspects (Lee, 2005; Noora, 2006) However, what have been neglected in such studies are the attitudes of the learners and teachers towards error correction (Katayama, 2007) Specifically, many language attitudes studies pointed out the important role of language attitudes to the learning process, and its contribution to language loss and language retention Gardner (1985) found that the favorable language attitudes can result in less attrition in the target language In detail, learners who have positive attitudes towards a second language will less likely to lose competence of that language The importance of providing feedback to learners’ writing cannot be denied in the second language learning process However, there are still questions of what would be the most effective way to improve learners’ writing skill and what approach would be suitable to the needs of particular students The available literature shows that there are various ways to provide feedback that are commonly used in teaching a language: teacher correction (with comments), error identification, commentary, teacher-student conference, peer correction, and selfcorrection Peer correction has been discussed in first language settings (George, 1984; Jacobs, 1987; McKendy, 1990; Herrington and Cadman, 1991) Witbeck (1976) showed the advantages of peer correction and outlined four techniques for peer editing He concluded that peer correction leads to a "greater concern for achieving accuracy in written expression in individual students and creates a better classroom atmosphere for teaching the correctional aspects of composition" (p 325) All of the above arguments have been a drive for this study to be conducted under the title of Pre-Intermediate Learners’ Attitudes towards Peer Correction in English Writing at University of Science Ho Chi Minh City 1.2 Aims of the study Since the attitudes have a great impact on the entire process of English learning, this study aims to investigate pre-intermediate learners’ attitudes towards a particular type of feedback – peer correction Then, the researcher will be able to find an appropriate way to apply peer correction into practice for better quality of learning and teaching activities 1.3 Research question The main question of this research is “What are pre-intermediate learners’ attitudes towards peer correction in English writing at University of Science Ho Chi Minh City?” 1.4 Significance of the study There is considerable significance of this study in the English writing teaching activity at University of Science Firstly, this study will help the teachers of English decide whether to implement this feedback technique into teaching writing Secondly, by reading this study, teachers of English are expected to have a better view on learners’ attitudes towards peer correction The researcher hopes this study will give a contribution to writing teaching and learning activities using peer correction approach Last but not least, it is expected that this study will be one of the references for other researchers in the same field to explore more deeply about learners’ attitudes towards peer correction 1.5 Scope of the study The study is carried out at University of Science Ho Chi Minh City, Vietnam Due to the lack of time and the limited framework, the study only focuses on the attitudes of preintermediate learners towards peer correction in English writing Hopefully, the findings of the study will reflect the actual situation and help the researcher find out the effective approaches to teaching English writing 1.6 Outline of the report The study is divided into five chapters: Chapter one is the introduction to the entire study, which covers the background, aims, research question, significance and scope of the study Chapter two reviews the related literature, which concerns with all the technical terms of the study In detail, the literature review examines the term attitude in general and language attitude in specific in terms of their definitions and importance Chapter three introduces the methodology which the researcher follows in the study Chapter four imparts the results of the study, which focuses much on the analysis of the data collected from pre-intermediate students at University of Science, followed by the discussion of the findings Chapter five includes the final words of the study and the researcher’s suggestions and recommendations for implementation of peer correction into language teaching CHAPTER 2: LITERATURE REVIEW 2.1 Definitions of terms 2.1.1 Definition of attitude Eagly and Chaiken (1993) have considered an attitude as an implicit state which allows psychologists to conceive and explain the reason why a person reacts in a particular way in a certain situation Although there are no observable approaches to identify attitudes, attitudes themselves can be inferred through behaviours and can be perceived by a core notion: evaluation More specifically, Ajzen (2001) summarized the definition of an attitude as “a summary evaluation of a psychological object captured in such attribute dimensions as good – bad, harmful – beneficial, pleasant – unpleasant, and likeable – dislikeable Furthermore, Baker (1988) concluded that attitudes are learned tendency and are not inherited, which are relatively stable and are affected by experiences In short, attitude is a natural part of everyday expressions It is an evaluation about natural phenomena through attitudinal levels such as good – bad, harmful – beneficial, pleasant – unpleasant, and likeable – dislikeable, leading to positive or negative reactions towards the object Moreover, attitudes are complex constructs as they cannot be observed directly Therefore, learners specifically need to experience a particular skill themselves in order to infer whether they can have a favorable attitude to the skill or not 2.1.1.1 The important role of attitude Baker (1992) gave out three reasons for the importance of attitude, which are “its close connection to individual construct system, its value as an indicator of viewpoints in the community and its centrality in psychology theory and research for over sixty years attest to attitude as a central topic.” The author also considered attitude as both input and output, which means a favorable attitude towards language learning counts as a vital input in the target language success, and after a period of time, learners are expected to have a favorable attitude towards the language and to seek further development or interest in the future Thus, attitude serves a double function: a product variable and an outcome It cannot be denied that attitude is a crucial notion in the study of second language acquisition This belief leads to problems of identifying attitudes of second language learners, and what factors affect these attitudes of learners It is therefore significant for teachers of English to have a better understanding of learners’ attitudes towards learning English in general in order to help improve their second language learning process 2.1.2 Definition of the language attitude Richards, Platt and Platt (1992) have defined learners’ attitudes as “the attitudes which speakers of different languages or language varieties have towards each other’s languages or their own language Expressions of positive or negative feelings towards a language may reflect impressions of linguistic difficulty or simplicity, ease or difficulty of learning, degree of importance, and so on.” The authors have also emphasized that language attitudes may have an effect on second language learning, and the measurement of language attitudes provides useful information for language teaching and language planning Nunan and Lamb (1996) have concluded that “the attitude of learners towards the target language, the learning situation and the roles that they are expected to play within that learning situation will have an important effect on the learning process.” Teachers should therefore acknowledge and respect learners’ attitudes in order to have them enhance the process of second language learning In brief, language attitudes can be seen as the attitudes of learners towards a language and the learning situation of that language, which express the positive or negative feelings about the language learning process The importance of knowing learners’ attitudes cannot be neglected since learners may lose their language competence easily when possessing a negative attitude Hence, it is advisable for teachers to decrease the negative attitude of learners, and to promote their positive feeling with determination, courage and academic success 2.1.2.1 Types of language attitudes Baker found that language attitude consists of two main parts – instrumental and integrative attitudes Besides, the existence of general attitude cannot be depreciated Gardner and Lambert (1972) have claimed that “instrumental attitude is characterized by a desire to gain social recognition economic advantages through knowledge of a foreign language.” Brown (2000) stated that “the instrumental side referred to acquiring a language as a means for attaining instrumental goals: furthering a career, reading technical materials, translation, and so forth.” Therefore, it can be concluded that instrumental attitude to learning a second language relates to purposes, practical values, personal success, self-improvement, selfactualization or even basic security and survival (Baker, 1992) Integrative attitude has been considered as “a desire to be representative member of the other language community” (Gardner and Lambert, 1972) Baker (1976) also considered an integrative attitude towards a language as mostly social and interpersonal in orientation, and such attitude links to the need for affiliation Besides, Baker (1992) mentioned that instrumental and integrative attitudes are not necessarily opposites or alternatives, and can exist within an individual at the same time with different contexts and expectations Baker (1992) discovered a kind of attitude which is mix between instrumental and integrative attitudes and named it general attitude Learners are said to possess a general attitude when they have both instrumental and integrative attitudes For example, learners decide to take English writing seriously for their purpose of passing the examination, getting a job in the future since writing can help with better communication with native speakers from English speaking countries 2.1.3 Peer correction In the early methods of language teaching, teachers were considered to be the sole source of knowledge; therefore, it was only his/her authority to impart knowledge as well as to correct students’ knowledge However, the recent approaches and methods have emphasized on learners’ cognition and their autonomy With such a change, student-oriented techniques of error correction, such as peer correction has come up The emergence of learner-centered approaches in language teaching leads to the considerably frequent practice of peer feedback in language classrooms Peer correction seems to be promising and effective since it can involve students in the teaching and learning process This method can be informative as well because it comes from someone who has had the same experience in learning a second language Furthermore, it is less threatening as no scoring is involved De Guerrero and Villamil (1998) believed that peer correction fitted into Vygotsky’s theory of cognitive development, because he put emphasis on the social origin of language and thought It is clear that Vygotsky's concept of “Zone of Proximal Development” (Vygotsky, 1978) in particular suggests that “communicative collaboration with adults and peers contributes to the development of self-regulation, which is the capacity for independent problem solving” (p.86) As a correction technique, peer correction has been backed by a lot of theories of language teaching According to Paul Rollinson (2005), the principles operating behind applying this technique are: Peer feedback is less threatening than teacher feedback because students are more comfortable with their classmates and therefore, getting corrected by own friends evokes less anxiety When correction comes from the teacher, it reinforces teacher’s authority In a traditional language class, the teacher is the authoritative figure and he/she is considered the sole source of knowledge Students play the role of just a passive receiver of information In contrast, the practice of peer feedback leads the classroom to be less dominated by the teacher The involvement of peers in the correction process makes the classroom atmosphere more supportive and friendlier Peer correction is now acknowledged by most of the practitioners that students’ involvement in classroom should be enhanced in order to achieve better learning, and involvement increases when students give feedback to each other’s performances (Gower et al 1995) Also, peer feedback takes the focus away from teachers and thus initiates a transfer of roles from teachers to learners 28 excited and interested in reading their friends’ papers, but they are not significantly improved in terms of academic writing In other respects, the next two questions identify if the students are able to learn more new vocabulary when reading their friends’ papers or not The results highlight a significantly high percentage of students who agree with the statement, seventy percent precisely On the other hand, the participants seem to lack confidence about their writing performance since there are less than fifty percent of those who agree that their friends can possibly learn more new vocabulary from their writing Consequently, the students are believed to be unassertive and diffident about their English writing ability Hence, they are hardly certain of their writing performance and their corrections as well The last question in the questionnaire aims at identifying the learners’ reference towards two types of feedback in writing, one is from their peer and the other is from the teacher Q28: I prefer to have my instructor make corrections on my writing papers 40 35 30 25 20 15 10 Question 28 Strongly disagree Disagree Neutral Agree Strongly agree As it can be seen from the chart, the number of students that prefer to have their instructor correct their writing papers is noticeably higher than those who disagree with the statement This can be resulted from the traditional belief that teachers should be in charge of instructing and correcting their students’ writing papers In Vietnam, teachers have been doing 29 the correction for students for such a long time Meanwhile, a large class of many students can cause stressful workload to teachers; as a result, the feedback may not be exact anymore In the case of developing countries, it is very common that English classes normally include a large number of students since the costs and expenses will be decreased Therefore, the learners have not been benefited thoroughly from their teachers or the new teaching techniques; and the teachers are always in intense situations when facing and teaching in a large class 4.4 Summary In this chapter, descriptive data analysis methods have been employed; and the study results and discussions of the findings have been presented Findings from this study have been found to be consistent with the findings of several related studies on learners’ attitudes towards peer correction in English writing In addition, the effect of peer correction on pre-intermediate learners’ attitudes at University of Science Ho Chi Minh City is considerably positive although the students are just newly exposed to this feedback technique Furthermore, the fact that the participants are not majored in English makes them uncertain and unconfident about their writing performance and also their corrections for their peers’ papers In the next chapter, the implications of the findings for peer correction practice will be discussed Also, the limitations to this study will be presented 30 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 5.1 Conclusion The study aims at examining pre-intermediate learners’ attitudes towards peer correction in English writing at University of Science Ho Chi Minh City The participants are forty sophomores from the faculty of information technology who have undertaken peer correction during a twelve-week semester The procedure that they initiated included six writing assignments followed by peer correction activity Throughout the process of peer feedback, the students are accompanied by a guideline which was designed based on the criteria of the writing examination from the university At the end of the term, an adapted questionnaire was distributed to the learners for data collection The researcher then used the software SPSS to conduct data analysis which focused on descriptive statistics The findings and results of the study indicate that the majority of the learner demonstrated positive attitudes towards peer correction Especially, more than fifty percent of the participants agreed that peer correction should be employed more in the writing lesson; and they to some extend feel excited and interested in reading and correcting their peers’ writing papers However, the level of confidence of the students is inadequate since they are not majored in English This makes them feel unsecure about their corrections and the feeling also intimidates their emotions when having their writing papers corrected by others Nonetheless, the learners prefer to have their instructor correct their writing papers better than their peers The reason for this reference comes from the conventional perception of Vietnamese students, that the teachers are highly superior and capable of giving the best feedback for their studying This leads to a necessary modification and adaptation in teaching and learning English in which learners should not rely fully on the teacher but they should be provided more opportunities to interact properly with each other 5.2 Limitations of the study A significant limitation of this study lies in the small sample size The survey was provided to forty pre-intermediate students who are majored in Information Technology at 31 University of Science Ho Chi Minh City The number of students participated in this research is considerably small compared to other studies; therefore, the results cannot be generalized Another limitation of the research is resulted from the level of English proficiency of the participants Since the learners are at pre-intermediate level, there is a high possibility that their corrections are not grammatically correct Moreover, these students’ major is not English so that their confidence is also affected This contributes to their feeling of anxiety when having their papers corrected by their peers Besides, the participants are only nineteen years of age so they might not be mature and cognitively developed, which possibly affects their answers and the result of the study as well Lastly, the study is only focused on descriptive analysis, which is a profound hindrance towards the results As a result, descriptions on learners’ attitudes are made and they not show the effectiveness of this feedback technique on the students’ learning process 5.3 Implications and suggestions for further research In terms of pedagogical implications, the researcher suggests that various feedback techniques should be applied in Vietnamese classroom environments For instance, the learners should be properly instructed in order to process self-correction or self-evaluation; as a result, their awareness towards their learning process might be improved However, this application should be done carefully with a correct choice of the participants, meaning that these learners should be mature enough to conduct corrections for themselves With a variety of feedback techniques, the classroom environment will become more exciting and encouraging for the learners to participate Furthermore, teachers can also apply various types of feedback in other lessons such as speaking, reading, or listening It is widely believed that learner-learner interactions will be enhanced with diversified teaching and learning approaches Still, the teacher should make applications carefully and should be flexible and be able to modify when the situation changes in order to ensure the quality of the teaching and learning processes Implementations of peer correction are likely to continue Hence, further study and research in this field should be investigated Firstly, future research should make an attempt of 32 experimenting on a larger sample size, making the results become more general and reliable Secondly, the present study was not able to investigate the effect of peer correction on the learners’ writing skills; therefore, further an investigation on the effects of this particular type of feedback is another important aspect for future work Thirdly, the gender effect of peer assessment also deserves the attention from researchers Gender effects are present in various academic and social situations, and it is possible that they might play a part in peer correction as well Moreover, further study should also be done with the analysis of benefits and difficulties seen from both student and teacher perspectives As a result, the target of evolving and developing the classroom environment will be achieved thoroughly 33 REFERENCES Ágota, S., & Anita, S (2000) Learner Autonomy London: Cambridge University Press Ajzen, I (2001) Nature and operation of attitudes Annual Review of Psychology, 52 Baker, C (1988) Key issue in bilingualism and bilingual education Clevedon, England: Multilingual Matters Ltd Baker, C (1992) Attitudes and language Clevedon, England: Multilingual Matters Ltd Burnett, W & Cavaye, G (1980) Peer assessment by fifth year students of surgery Assessment in Higher Education Australia Cheng, W & Warren, M (1995) Having second thoughts: student perceptions before and after a peer assessment exercise Hong Kong Davies, P & Pearse, E (2002) Success in English teaching Shanghai: Shanghai Foreign Language Education Press De Guerrero, M C M., & Villamil, O S (1998) Assessing the impact of peer revision on L2 writing Applied Linguistics, 19(4) Diab, R L (2005) EFL university students' preferences for error correction and teacher feedback on writing TESL Reporter, 38, 27-51 From https://ojs.lib.byu.edu/spc/index.php/TESL/article/viewFile/3809/3555 Eagly, A H., & Chaiken, S (1993) The psychology of attitudes Fort Worth: Harcourt Brace Jovanovich Ferris, D R (2003) Response to student writing: Implications for second language Britain: Routledge Gardner, R C., & Lambert, W E (1972) Attitudes and motivation in second language learning Rowley, Mass: Newburry House 34 Gower, R., Phillips, D & Walters, S (1995) Teaching Practice Handbook London: Macmillan Heinemann Harmer, J (2004) How to teach English London: Longman Jackson, S L (2009) Research methods and statistics: a critical thinking approach 3rd edition Belmont, CA: Wadsworth Katayama, A (2007 ) Japanese EFL students’ preferences toward correction of classroom oral errors Volume Issue Article 19 From http://www.asian-efljournal.com/Dec_2007_ak.php Krashen, S D (1985) The input hypothesis: issues and implications Harlow: Longman Lavery, C (2001) Language assistant British Council ELT From http://www.teachingenglish.org.uk/ Lee, I (2005) Error correction in the L2 writing classroom: what students think? TESL Canada Journal, 22 (2) From http://www.teslcanadajournal.ca/index.php/tesl/article/view/84 Macdonca, C O., & Johnson, K E (1994) Peer review negotiations: revision activities in ESL writing instruction TESOL Quarterly, 28/4 Nelson, G (1996) Chinese students’ perceptions of EFL peer response group interaction Journal of Second Language Writing, 5/1 Noora, A (2006) Iranian non-English majors' language learning preferences: the role of language institutes From http://www.asian-efl-journal.com/site_map.php Nunan, D., & Lamb, C (1996) The self-directed teacher Managing the learning process Cambridge Language Education Paul, R (2005) Using peer feedback in the ESL writing class ELT Journal, 59/1 35 Richards, J C., Platt J., & Platt H (1992) Longman dictionary of language teaching and applied linguistics Longman Topping, K (1998) Peer assessment between students in colleges and universities Review of Educational Research, Vol 68, No 3, pp 249-276 Vygotsky, L S (1978) Mind and society: the development of higher psychological processes Cambridge, MA: Harvard University Press Wang, P (2010) Dealing with English majors’ written errors in Chinese universities ISSN 1798-4769 Journal of Language Teaching and Research, Vol 1, No 3, pp 194-205, From www.academypublisher.com/ojs/index.php/jltr/article/viewFile/ /1797 Witbeck, M C (1976) Peer correction procedures for intermediate and advanced ESL composition lessons TESOL Quarterly, 10(3) 36 APPENDICES Appendix 1: ENGLISH QUESTIONNAIRE FOR LEARNERS QUESTIONNAIRE FOR PRE-INTERMEDIATE LEARNERS OF ENGLISH AT UNIVERSITY OF SCIENCE HOCHIMINH CITY This questionnaire is a part of my M.A research project, “An investigation into PreIntermediate Learners’ Attitudes towards Peer Correction in English Writing at University of Science Ho Chi Minh City” The study aims to identify the pre-intermediate learners’ attitudes towards a specific type of writing correction, which is peer correction, in English writing at the university Please read the instructions carefully and tick (ü) your answers There are 28 questions in this questionnaire It should take you about 10 minutes to complete Your information and answers will be used only for the purpose of the study Confidentiality is highly reserved I would highly appreciate for your cooperation Part 1: Personal information A Male o B Female o Q1: What is your gender? Q2: How long have you been studying English? A more than years o B from to years o C less than year o Part 2: Learners’ attitudes towards studying writing in English With these questions, please read the questions carefully and tick (ü) your answers Strongly Disagree Neutral Agree Strongly disagree Q3: I like studying English writing Q4: I try to write in English as much as possible agree 37 Q5: I am nervous when I have to write in English Q6: I am afraid of writing in English because I will make mistakes easily Q7: I am afraid of writing in English because my English teacher will give me bad scores for my mistakes Part 3: Learners’ attitudes towards peer correction in English writing With these questions, please read the questions carefully and tick (ü) your answers Strongly Disagree Neutral Agree Strongly disagree Q8: I like reading my friends’ writing papers Q9: I am comfortable of my friends reading my writing papers Q10: I like making correction on my friends’ writing papers Q11: I think students should have a chance to practice peer correction in English writing Q12: I think I am able to give corrections to my friends’ writing assignments Q13: I feel comfortable in doing peer correction Q14: I think I can make fair and correct comments in doing peer correction Q15: I think I am willing to correct my friends’ mistakes in writing Q16: I think I am willing to let my friends correct my writing Q17: I think I will be able to learn from my agree 38 friends’ corrections Q18: I think my friends will be able to learn from my correction Q19: I become more careful when writing in English Q20: I think my writing skill has been improved after doing peer correction Q21: I think my friends’ writing skill has been improved after doing peer correction Q22: I can learn more new words when reading my friends’ writing papers Q23: I think my friends can learn more new words when reading my writing papers Q24: I feel excited when doing peer correction Q25: I think peer correction is interesting Q26: I feel nervous and worried when doing peer correction Q27: I am bored with peer correction Q28: I prefer to have my instructor make corrections on my writing papers This is the end of the questionnaire Thank you very much for your cooperation! 39 Appendix 2: VIETNAMESE QUESTIONNAIRE FOR LEARNERS BẢNG KHẢO SÁT DÀNH CHO SINH VIÊN TIẾNG ANH TRÌNH ĐỘ TIỀN TRUNG CẤP TẠI TRƯỜNG ĐẠI HỌC KHOA HỌC TỰ NHIÊN THÀNH PHỐ HỒ CHÍ MINH Bảng khảo sát phần nghiên cứu chương trình học Cao học chuyên ngành Giảng dạy tiếng Anh, chủ đề “Nghiên cứu thái độ sinh viên việc sửa lỗi sai viết tiếng Anh bạn lớp thực hiện” Mục đích nghiên cứu thái độ, suy nghĩ, cảm nhận sinh viên việc sửa lỗi sai bạn lớp thực với viết sinh viên Sinh viên đọc kĩ câu hỏi đánh dấu ü vào câu trả lời Bảng khảo sát có 28 câu hỏi Các bạn nên sử dụng 10 phút để hoàn tất bảng khảo sát Câu trả lời thông tin sinh viên sử dụng cho mục đích nghiên cứu tuyệt đối giữ kín Sự hợp tác bạn sinh viên trân trọng người làm nghiên cứu Phần 1: Thơng tin cá nhân C1: Giới tính bạn gì? C2: Bạn học tiếng Anh bao lâu? A năm o A Nam o B từ đến năm o B Nữ o C năm o Phần 2: Thái độ học viên việc viết tiếng Anh Với câu hỏi sau đây, học viên đọc kĩ câu hỏi đánh dấu ü vào ô phù hợp Hồn Khơng Trung Đồng ý Hồn tồn đồng ý lập khơng đồng ý C3: Tơi thích học viết tiếng Anh toàn đồng ý 40 C4: Tơi cố gắng viết tiếng Anh nhiều C5: Tôi cảm thấy lo lắng phải viết tiếng Anh C6: Tôi cảm thấy sợ viết tiếng Anh tơi có nhiều lỗi sai C7: Tôi cảm thấy sợ viết tiếng Anh giáo viên tơi cho điểm thấp Phần 3: Thái độ sinh viên việc sửa chữa lỗi sai viết tiếng Anh bạn lớp thực Với câu hỏi sau đây, sinh viên đọc kĩ câu hỏi đánh dấu ü vào ô phù hợp Hồn Khơng Trung Đồng ý Hồn tồn đồng ý lập khơng đồng ý C8: Tơi thích đọc viết bạn khác lớp C9: Tôi cảm thấy thoải mái bạn lớp đọc viết C10: Tơi thích việc sửa lỗi sai cho viết bạn khác C11: Tơi nghĩ sinh viên nên có hội sửa chữa viết tiếng Anh bạn lớp C12: Tơi nghĩ tơi sửa lỗi sai viết bạn lớp C13: Tôi cảm thấy thoải mái sửa chữa viết cho bạn khác toàn đồng ý 41 C14: Tơi nghĩ tơi đưa bình luận cơng xác cho viết bạn lớp C15: Tôi nghĩ sẵn lịng sửa chữa viết bạn lớp C16: Tơi nghĩ tơi sẵn lịng để bạn lớp sửa chữa viết C17: Tơi nghĩ học từ phần sửa chữa bạn C18: Tôi nghĩ bạn tơi học từ phần sửa chữa C19: Tôi trở nên cẩn thận viết tiếng Anh C20: Tôi nghĩ kĩ viết tơi có cải thiện sau thực sửa chữa viết bạn khác C21: Tôi nghĩ kĩ viết bạn tơi có cải thiện sau thực sửa chữa viết bạn khác lớp C22: Tơi học nhiều từ vựng đọc viết bạn khác C23: Tôi nghĩ bạn bè học nhiều từ vựng từ viết C24: Tôi cảm thấy hào hứng thực sửa lỗi viết cho bạn lớp C25: Tôi nghĩ hoạt động thú vị C26: Tôi cảm thấy lo lắng thực hoạt động C27: Tôi cảm thấy chán nản thực hoạt động 42 C28: Tơi thích giáo viên sửa lỗi sai viết bạn lớp Kết thúc bảng khảo sát Chân thành cảm ơn hợp tác bạn! ... UNIVERSITY OF SCIENCE HOCHIMINH CITY This questionnaire is a part of my M.A research project, ? ?An investigation into PreIntermediate Learners? ?? Attitudes towards Peer Correction in English Writing at University. .. at examining pre- intermediate learners? ?? attitudes towards peer correction in English writing at University of Science Ho Chi Minh City The participants are forty sophomores from the faculty of. .. learners? ?? attitudes towards peer correction in English writing at University of Science Ho Chi Minh City The participants consist of forty pre- intermediate learners of the faculty of Information