Introduction
Learning a second language is a gradual process where mistakes are a natural part of the journey Both teachers and learners must acknowledge that errors are inevitable (Davies and Pearse, 2002) These mistakes reflect the areas where learners struggle, misunderstand, and require additional effort to improve (Lavery, 2001).
Therefore, errors are a sign of learning in the language learning process
Error correction is a critical focus for researchers in second language acquisition, with teachers bearing the primary responsibility for addressing learners' mistakes Teachers are expected to possess extensive knowledge of the target language and to maintain a strict approach toward errors, making this task one of the most challenging and time-consuming aspects of their profession (Ferris, 2002; Mantello, 1997) Consequently, the analysis of learners' errors and the feedback provided on those errors have garnered significant attention from both language educators and researchers (Diab, 2005; Wang, 2010; Katayama, 2007).
Research highlights the crucial role of feedback in students' writing, emphasizing both the methods of providing and receiving it (Lee, 2005; Noora, 2006) However, studies often overlook the attitudes of learners and teachers towards error correction (Katayama, 2007) Language attitude studies reveal their significant impact on the learning process, influencing language retention and loss Gardner (1985) found that positive language attitudes correlate with reduced attrition in the target language, indicating that learners with favorable views towards a second language are less likely to lose their proficiency.
Providing feedback on learners' writing is crucial in the second language acquisition process However, questions remain regarding the most effective methods for enhancing writing skills and tailoring approaches to meet individual student needs Research indicates several common feedback strategies in language teaching, including teacher correction with comments, error identification, commentary, teacher-student conferences, peer correction, and self-correction.
Peer correction has been explored in first language contexts, highlighting its benefits for students Witbeck (1976) identified four techniques for effective peer editing, demonstrating that such collaborative efforts enhance students' focus on accuracy in their writing Additionally, peer correction fosters a positive classroom environment conducive to teaching composition correctional skills.
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
This study explores the impact of pre-intermediate learners' attitudes towards peer correction in English learning By understanding these attitudes, the researcher aims to effectively implement peer correction strategies to enhance the quality of both learning and teaching activities.
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?”
This study holds significant importance for English writing instruction at the University of Science It aims to assist English teachers in determining the effectiveness of implementing peer feedback techniques in their writing curriculum Additionally, the research provides insights into learners' attitudes toward peer correction, enhancing teachers' understanding of this approach The researcher aspires for this study to contribute positively to writing teaching and learning activities by utilizing peer correction strategies Furthermore, it is anticipated that the findings will serve as a valuable reference for other researchers interested in exploring learners' perspectives on peer correction in greater depth.
This study, conducted at the University of Science Ho Chi Minh City, Vietnam, examines the attitudes of pre-intermediate learners towards peer correction in English writing Given the constraints of time and scope, the research aims to provide insights into the current situation and identify effective strategies for teaching English writing.
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 presents a comprehensive literature review focused on the technical terminology relevant to the study It specifically explores the concept of attitude, with an emphasis on language attitude, highlighting their definitions and significance in the context of the research.
Chapter three introduces the methodology which the researcher follows in the study
Chapter four presents the study's results, emphasizing the analysis of data gathered from pre-intermediate students at the University of Science, followed by a 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.
Literature review
Eagly and Chaiken (1993) define attitudes as implicit states that help psychologists understand individual reactions in specific situations While attitudes cannot be directly observed, they can be inferred from behaviors and are fundamentally based on evaluation Ajzen (2001) further clarifies that an attitude is a summary evaluation of a psychological object, characterized by dimensions such as good-bad, harmful-beneficial, pleasant-unpleasant, and likeable-dislikeable.
(1988) concluded that attitudes are learned tendency and are not inherited, which are relatively stable and are affected by experiences
Attitude is an inherent aspect of daily expressions, reflecting evaluations of natural phenomena through various attitudinal dimensions such as good versus bad, harmful versus beneficial, pleasant versus unpleasant, and likeable versus dislikeable These evaluations result in either positive or negative reactions towards the subject Additionally, attitudes are complex constructs that cannot be directly observed.
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) emphasized the significance of attitude in three key areas: its connection to individual belief systems, its role as an indicator of community perspectives, and its longstanding importance in psychological theory and research He posited that attitude functions as both an input and an output in language learning; a positive attitude towards learning a language is crucial for success, and over time, learners are expected to develop a favorable attitude that fosters ongoing interest and growth Consequently, attitude plays a dual role as both a product variable and an outcome in the learning process.
Attitude plays a vital role in second language acquisition, influencing learners' experiences and outcomes Understanding the attitudes of second language learners and the factors that shape these attitudes is essential for educators By addressing these elements, teachers can better support their students' language learning journeys.
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) define learners' attitudes as the feelings speakers have towards their own language and those of others, which can be positive or negative These attitudes often reflect perceptions of linguistic complexity, ease of learning, and the significance of the language The authors highlight that such attitudes can influence second language acquisition, making the assessment of language attitudes valuable for effective language teaching and planning.
According to Nunan and Lamb (1996), learners' attitudes towards the target language, the learning environment, and their expected roles significantly influence the language acquisition process Therefore, it is essential for teachers to recognize and respect these attitudes to facilitate and improve second language learning.
Language attitudes refer to learners' feelings towards a language and its learning environment, reflecting either positive or negative sentiments about the language acquisition process Understanding these attitudes is crucial, as negative perceptions can lead to a decline in language competence Therefore, it is essential for educators to actively work on reducing negative attitudes and fostering positive feelings among learners, promoting determination, courage, and academic success in their language studies.
Baker found that language attitude consists of two main parts – instrumental and integrative attitudes Besides, the existence of general attitude cannot be depreciated
Instrumental attitude towards learning a second language is driven by the desire for social recognition and economic benefits, as noted by Gardner and Lambert (1972) This perspective emphasizes language acquisition as a means to achieve practical goals such as career advancement, accessing technical materials, and translation (Brown, 2000) Ultimately, this approach to language learning is linked to personal success, self-improvement, and essential needs for security and survival (Baker, 1992).
An integrative attitude is defined as the desire to be a representative member of another language community (Gardner and Lambert, 1972) This attitude is primarily social and interpersonal, reflecting a need for affiliation (Baker, 1976) Furthermore, Baker (1992) noted that instrumental and integrative attitudes are not mutually exclusive; rather, they can coexist within an individual, influenced by varying contexts and expectations.
Baker (1992) identified a unique attitude termed "general attitude," which combines both instrumental and integrative attitudes in language learners This general attitude manifests when learners engage with English writing not only to pass exams and secure future employment but also to enhance their communication skills with native speakers from English-speaking countries.
In traditional language teaching, teachers were viewed as the exclusive source of knowledge, solely responsible for imparting information and correcting students However, modern approaches prioritize learner cognition and autonomy, leading to the emergence of student-centered error correction techniques, such as peer correction.
The rise of learner-centered approaches in language education has significantly increased the use of peer feedback in classrooms This method of peer correction is not only promising but also effective, as it actively engages students in both the teaching and learning processes.
This approach is beneficial as it draws on the insights of individuals who have experienced learning a second language themselves Additionally, it creates a less intimidating environment since it does not involve any scoring.
De Guerrero and Villamil (1998) argued that peer correction aligns with Vygotsky’s theory of cognitive development, which highlights the social foundations of language and thought This connection is particularly evident in Vygotsky's idea of the "Zone of Proximal Development," illustrating how collaborative learning enhances cognitive growth.
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:
1 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
In a traditional language classroom, the teacher's corrections reinforce their authority as the primary source of knowledge, positioning students as passive recipients of information However, incorporating peer feedback shifts this dynamic, fostering a more collaborative environment where the teacher's dominance is reduced, and students actively engage in the learning process.
3 The involvement of peers in the correction process makes the classroom atmosphere more supportive and friendlier
Methodology
This study aims to explore pre-intermediate learners' attitudes towards peer correction in English writing at the University of Science Ho Chi Minh City By examining students' perceptions of this feedback method, the researcher seeks to identify effective strategies for integrating peer correction into writing instruction for pre-intermediate learners.
The research design in this study is to answer the question:
What are pre-intermediate learners’ attitudes towards peer correction in English writing at University of Science Ho Chi Minh City?
In this study, the researcher employed a quasi-experimental method utilizing an adapted questionnaire from Burnett and Cavaye (1980) to gather essential data The participants consisted of second-year university students, who were selected through convenient sampling This approach underscores the significance of effective teaching practices in higher education.
Effective English writing is essential for learners, especially as they prepare for a final examination that includes a writing component Consequently, it is vital to focus on teaching and mastering proper writing skills in this context.
Over a three-month period, selected learners completed six writing assignments, each evaluated by a randomly chosen classmate to eliminate bias To maintain the quality of feedback, the researcher provided thorough corrections for each student's work.
At the end of the semester, students were asked to complete a questionnaire, which the researcher would later collect for data processing using SPSS 18 software.
The primary research instruments utilized in this study include mean, mode, frequency, and standard deviation, which are essential tools in descriptive research due to their widespread recognition and significance.
The University of Science, established in 1977 following the unification of Vietnam through the merger of the Faculty of Science and the Faculty of Letters, has evolved significantly over the years In 1996, it became the University of Natural Sciences and was later recognized as one of five affiliated universities of the Vietnam National University – Ho Chi Minh City Renamed in 2007, this public institution plays a vital role in education and scientific research in southern Vietnam Recently, it has launched the Laboratory of Stem Cell Research & Application to enhance academic research and technological advancements Additionally, the Faculty of IT (FIT) has experienced substantial growth and is currently government-sponsored to become a leading Information Technology faculty in Ho Chi Minh City and Vietnam.
As an English teacher at a leading university in Vietnam, the researcher is committed to enhancing students' knowledge and skills through innovative teaching methods The growing acceptance of learner-centered approaches globally encourages Vietnamese English learners to take control of their classroom experiences To foster learner autonomy, cooperation, and active participation, implementing activities like peer correction in English writing instruction is essential for improving the overall quality of education.
Numerous studies have explored the effectiveness of peer correction in education over the years This study specifically examines the attitudes of pre-intermediate university learners towards peer correction in English writing.
The researcher can effectively integrate this technique into English writing instruction by taking into account learners' attitudes, adapting existing methods, and implementing necessary adjustments.
The study focused on a sample of forty pre-intermediate students from the University of Science, selected for their convenience in sampling These nineteen-year-old students have over a year of English study experience, and their strong relationships contribute to a friendly learning environment during lessons.
The questionnaire serves as the primary instrument for this quantitative research, allowing participants to respond to a series of questions It is primarily modeled after a questionnaire developed by Burnett and Cavaye (1980), which was utilized in a study involving 175 students in Australia engaged in a peer assessment exercise.
The researcher has enhanced the questionnaire by adding additional questions to thoroughly investigate learners' attitudes in this specific context The questionnaire is divided into three sections: the first part gathers personal information from the learners through two questions The second part explores learners' attitudes towards studying English writing with five targeted questions Finally, the third section delves into learners' perspectives on peer correction in English writing, featuring a total of twenty-one questions This last part is primarily based on the peer assessment questionnaire developed by Burnett and Cavaye, which was collected and analyzed from Australian students.
In the next phase of the study, the researcher must accurately describe the responses gathered from the questionnaire To ensure the questionnaire's reliability and validity, it is crucial to construct clear and easily understandable questions Additionally, the researcher must decide whether to use open-ended, closed-ended, partially open-ended, or rating-scale questions, as each type has its own advantages and disadvantages (Jackson, 2009).
Open-ended questions provide diverse responses but pose challenges for statistical analysis due to the need for data coding In contrast, closed-ended questions facilitate straightforward statistical analysis while restricting participant responses Researchers often favor Likert scales for their ease of analysis.
Results and discussions
This chapter presents the results of the data analysis conducted to explore learners' attitudes towards peer correction in English writing at the University of Science Ho Chi Minh City The study involved forty pre-intermediate learners from the Faculty of Information Technology, who completed an adapted questionnaire designed by the researcher The questionnaire consists of three sections, and the findings will be detailed in the following sections.
The first section consists of two questions about personal information of the participants, namely their genders, and how many years they have studied English
The second section comprises of five questions, which were designed in order to examine the learners’ attitudes towards studying writing in English
In the third section, twenty-one questions were proposed in order to identify the learners’ attitudes towards peer correction in English writing
This research employs descriptive statistical analysis to determine the frequencies and percentages of twenty-eight questionnaire items, enabling the researcher to understand learners' attitudes toward peer correction in English writing at the university level Additionally, this chapter will include discussions on the findings.
4.1 Personal information of the participants
All participants, totaling forty individuals, provided their personal information regarding gender and English study experience, achieving a response rate of 100% The gender distribution revealed that 20% were female, with eight participants, while 80% were male, totaling thirty-two participants.
Table 1: Question 1 (What is your gender?)
Frequency Percent Valid Percent Cumulative Percent
In the class majoring in Information Technology, female students represent only twenty percent, a typical ratio for this natural science field The study does not focus on gender differences in attitudes, making the gender imbalance insignificant.
Table 2: Question 2 (How long have you been studying English?)
Frequency Percent Valid Percent Cumulative
The second question in the first part aims to assess the English learning experience of the participants Although classified as pre-intermediate learners, it is crucial to confirm that they have a minimum of two years of English study All forty participants meet this criterion, demonstrating familiarity with grammar and the ability to write paragraphs or short stories as per school requirements Additionally, being nineteen-year-old sophomore students, they are expected to provide constructive feedback and accept corrections in a mature manner.
4.2 Learners’ attitudes towards studying writing in English
The University of Science Ho Chi Minh City mandates a writing section in learners' final examinations, highlighting the importance of English writing skills for both exam success and overall academic progress Consequently, the second part of the questionnaire focuses on assessing learners' attitudes towards English writing, although this aspect is not the primary focus of the research and is therefore not explored in depth.
This study examines learners' attitudes towards studying writing in English through five key questions adapted from Burnett and Cavaye (1980), based on a peer assessment exercise involving 175 Australian students The analysis of their responses aims to uncover students' feelings about writing in English, enabling the researcher to identify effective teaching approaches tailored to college students' needs.
Table 3: Descriptive Statistics of the Second Section
N Minimum Maximum Mean Std Deviation
I try to write in English as much as possible 40 1 5 3.07 944
I am nervous when I have to write in English 40 2 5 3.70 758
I am afraid of writing in
English because I will make mistakes easily
I am afraid of writing in
English because my English teacher will give bad scores for my mistakes
The data indicates that the majority of learners possess a positive attitude towards studying English writing, recognizing its significance and necessity However, a portion of students demonstrates a lack of enthusiasm for practicing English writing, highlighting a gap in their willingness to engage with the subject.
Participants exhibit a lack of confidence when faced with writing tasks, often feeling nervous and anxious about potential mistakes This apprehension is understandable, as they are non-English majors studying the language as a second language However, their nervousness may stem from factors beyond fear of judgment for errors, such as their overall proficiency in English Challenges like word choice and tense usage can contribute to their diminished self-assurance when writing in English.
Recent findings indicate that modern learners prioritize gaining experience and advancing their studies over merely achieving high scores In response to this trend, educators can enhance engagement by incorporating diverse activities and learning techniques For instance, implementing peer correction and collaborative work in lessons like reading, speaking, and listening can foster greater student involvement and awareness of their learning journey.
4.3 Learners’ attitudes towards peer correction in English writing
The following section of the questionnaire explores learners' attitudes toward peer correction in English writing, which is the primary focus of this study It comprises twenty-one questions designed to assess learners' feelings and opinions regarding peer correction before, during, and after the practice.
Table 3: Percentages of the answers for questions investigating learners’ attitudes before practicing peer correction
I like reading my friends' writing papers
I am comfortable of my friends reading my writing papers
I like making correction on my friends' writing papers
I think students should have a chance to practice peer correction in English writing
The table illustrates the responses to four questions aimed at gauging learners' sentiments regarding peer correction The majority of learners express satisfaction with peer correction, feeling both comfortable and engaged when reviewing their peers' work Notably, 45% of respondents believe that students should have increased opportunities to practice peer correction in English writing, with over 17% strongly endorsing this notion.
Table 4: Percentages of the answers for questions investigating learners’ attitudes during practicing peer correction
Strongly disagree Disagree Neutral Agree Strongly agree
I think I am able to give corrections to my friends' writing assignments
I feel comfortable in doing peer correction 5.0 10.0 30.0 55.0 0
I think I can make fair and correction comments in doing peer correction
I think I am willing to correct my friends' mistakes in writing
I think I am willing to let my friends correct my writing 2.5 2.5 30.0 42.5 22.5
I feel excited when doing peer correction 2.5 17.5 42.5 37.5 0
I think peer correction is interesting 2.5 7.5 42.5 45.0 2.5
I feel nervous and worried when doing peer correction 10.0 25.0 32.5 30.0 2.5
I am bored with peer correction 10.0 35.0 42.5 12.5 0
Students generally feel content and relaxed when engaging in peer correction during English writing exercises, with fifty-five percent expressing comfort with this feedback method While most participants are willing to provide corrections on their friends' papers, only twenty-two percent strongly agree to have their own work critiqued by peers This indicates that learners possess a considerable level of confidence in their English proficiency and are receptive to peer feedback.
Participants expressed neutral feelings regarding their emotions during peer correction practices, showing neither excitement nor a strong interest in the process However, a notable number of students found peer correction interesting, despite fewer feeling excited about it This suggests that learners remain somewhat reserved and cautious when their work is reviewed by peers Such reservations may stem from their pre-intermediate English proficiency level, which likely affects their confidence in engaging with peer feedback.
The final questions aimed to assess learners' attitudes towards peer correction after task completion, exploring the potential for students to learn from one another This process could enhance their vocabulary, increase their attentiveness in writing English papers, and foster a collaborative learning environment Understanding these attitudes is crucial for the researcher, as it provides deeper insights into learners' perspectives throughout the educational process.
Conclusions and recommendations
This study investigates the attitudes of pre-intermediate learners towards peer correction in English writing at the University of Science Ho Chi Minh City It involved forty sophomore students from the Faculty of Information Technology who participated in peer correction activities over a twelve-week semester, which included six writing assignments Students received guidance based on university writing examination criteria during the peer feedback process At the end of the term, an adapted questionnaire was distributed for data collection, and the researcher utilized SPSS software to perform descriptive statistical analysis on the results.
The study reveals that most learners exhibit positive attitudes toward peer correction, with over fifty percent advocating for its increased use in writing lessons Participants express excitement about reading and correcting their peers' work; however, their lack of confidence, stemming from not majoring in English, leads to feelings of insecurity regarding their corrections This apprehension is compounded by their preference for instructor feedback over peer reviews, reflecting a traditional belief among Vietnamese students that teachers provide superior and more effective guidance Consequently, there is a pressing need to adapt English teaching methods to encourage greater student interaction and reduce reliance on teachers for feedback.
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
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
The research faces limitations due to the participants' pre-intermediate level of English proficiency, which may lead to grammatically incorrect corrections Additionally, as these students are not majoring in English, their confidence is impacted, contributing to anxiety during peer reviews Furthermore, at just nineteen years of age, their cognitive development and maturity may influence their responses and the overall results of the study.
The study's focus on descriptive analysis significantly limits its findings, as it primarily outlines learners' attitudes without demonstrating the effectiveness of this feedback technique on student learning outcomes.
5.3 Implications and suggestions for further research
The researcher emphasizes the importance of implementing diverse feedback techniques in Vietnamese classrooms to enhance student learning It is crucial to provide learners with proper instruction on self-correction and self-evaluation, which can significantly improve their awareness of the learning process However, careful consideration must be given to selecting participants, ensuring that students are mature enough to effectively engage in self-correction.
Incorporating diverse feedback techniques can create a more engaging and supportive classroom environment, encouraging greater student participation Teachers can effectively implement various feedback methods across different lessons, including speaking, reading, and listening It is widely recognized that varied teaching and learning approaches enhance learner interactions However, educators must apply these methods thoughtfully and remain flexible, adapting to changing circumstances to maintain the quality of the teaching and learning experience.
Future research on peer correction should focus on larger sample sizes to enhance the reliability and generalizability of results Additionally, investigating the impact of peer correction on learners' writing skills is crucial, as this study did not address that aspect Researchers should also explore the influence of gender on peer assessment, given its significance in various academic contexts Furthermore, analyzing the benefits and challenges of peer correction from both student and teacher perspectives will contribute to creating a more effective classroom environment.
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Appendix 1: ENGLISH QUESTIONNAIRE FOR LEARNERS
QUESTIONNAIRE FOR PRE-INTERMEDIATE LEARNERS OF ENGLISH
AT UNIVERSITY OF SCIENCE HOCHIMINH CITY
This questionnaire is part of my M.A research project titled “An Investigation into Pre-Intermediate Learners’ Attitudes towards Peer Correction in English Writing at the University of Science Ho Chi Minh City.” The study focuses on understanding how pre-intermediate learners perceive peer correction as a method of improving their English writing skills at the university level.
Please carefully read the instructions and mark your answers with a tick (ü) This questionnaire consists of 28 questions and should take approximately 10 minutes to complete Rest assured, your information and responses will be used solely for the study, with strict confidentiality maintained Your cooperation is greatly appreciated.
Q1: What is your gender? A Male o B Female o
Q2: How long have you been studying English?
A more than 2 years o B from 1 to 2 years o C less than 1 year o
Part 2: Learners’ attitudes towards studying writing in English
With these questions, please read the questions carefully and tick (ü) your answers
5 Strongly agree Q3: I like studying English writing
Q4: I try to write in English as much as possible
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
5 Strongly agree 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 friends’ corrections
Q18: I think my friends will be able to learn from my correction
Q19: I become more careful when writing in
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!
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 này thuộc nghiên cứu trong chương trình Cao học chuyên ngành Giảng dạy tiếng Anh, với chủ đề “Nghiên cứu về thái độ của sinh viên đối với việc sửa lỗi sai trong bài viết tiếng Anh do bạn cùng lớp thực hiện.” Mục tiêu chính là khám phá thái độ, suy nghĩ và cảm nhận của sinh viên về việc sửa lỗi trong bài viết của họ do bạn cùng lớp thực hiện.
Sinh viên hãy chú ý đọc kỹ các câu hỏi và đánh dấu ü vào câu trả lời của mình Bảng khảo sát gồm 28 câu hỏi và nên được hoàn thành trong khoảng 10 phút Thông tin và câu trả lời của sinh viên sẽ được sử dụng chỉ cho mục đích nghiên cứu và sẽ được bảo mật tuyệt đối Sự hợp tác của các bạn sinh viên được trân trọng bởi những người thực hiện nghiên cứu này.
Phần 1: Thông tin cá nhân
C1: Giới tính của bạn là gì? A Nam o B Nữ o
C2: Bạn đã học tiếng Anh được bao lâu?
A hơn 2 năm o B từ 1 đến 2 năm o C dưới 1 năm o
Phần 2: Thái độ của học viên đối với việc viết bài bằng tiếng Anh
Với những câu hỏi sau đây, học viên hãy đọc kĩ câu hỏi và đánh dấu ü vào ô phù hợp
5 Hoàn toàn đồng ý C3: Tôi thích học viết bằng tiếng Anh
C4: Tôi cố gắng viết bằng tiếng Anh nhiều nhất có thể
C5: Tôi cảm thấy lo lắng khi phải viết bài bằng tiếng Anh
C6: Tôi cảm thấy sợ khi viết bằng tiếng Anh vì có thể tôi sẽ có nhiều lỗi sai
C7: Tôi cảm thấy sợ khi viết bằng tiếng Anh vì có thể giáo viên của tôi sẽ cho điểm thấp
Phần 3: Thái độ của sinh viên về việc sửa chữa lỗi sai trong bài viết bằng tiếng Anh do các bạn cùng lớp thực hiện
Với những câu hỏi sau đây, sinh viên hãy đọc kĩ câu hỏi và đánh dấu ü vào ô phù hợp
C8: Tôi thích đọc các bài viết của các bạn khác trong lớp
C9: Tôi cảm thấy thoải mái khi các bạn cùng lớp đọc bài viết của mình
C10: Tôi thích việc sửa lỗi sai cho bài viết của các bạn khác
C11: Tôi nghĩ rằng sinh viên nên có cơ hội được sửa chữa bài viết tiếng Anh của các bạn cùng lớp
C12: Tôi nghĩ rằng tôi có thể sửa được các lỗi sai trong bài viết của các bạn cùng lớp
C13: Tôi cảm thấy thoải mái khi sửa chữa bài viết cho các bạn khác
C14: Tôi nghĩ rằng tôi có thể đưa ra những bình luận công bằng và chính xác cho bài viết của bạn cùng lớp
C15: Tôi nghĩ rằng mình sẵn lòng sửa chữa bài viết của bạn cùng lớp
C16: Tôi nghĩ rằng tôi sẵn lòng để bạn cùng lớp sửa chữa bài viết của mình
C17: Tôi nghĩ rằng mình có thể học được từ những phần sửa chữa của các bạn
C18: Tôi nghĩ rằng bạn tôi sẽ có thể học được từ những phần sửa chữa của tôi
C19: Tôi trở nên cẩn thận hơn khi viết bài bằng tiếng Anh
C20: Tôi nghĩ rằng kĩ năng viết của tôi có cải thiện hơn sau khi thực hiện sửa chữa bài viết cùng các bạn khác
C21: Tôi nghĩ rằng kĩ năng viết của bạn tôi có cải thiện hơn sau khi thực hiện sửa chữa bài viết cùng các bạn khác trong lớp
C22: Tôi có thể học được nhiều từ vựng mới khi đọc bài viết của các bạn khác
C23: Tôi nghĩ rằng bạn bè tôi sẽ học được nhiều từ vựng mới từ bài viết của tôi
C24: Tôi cảm thấy hào hứng khi thực hiện sửa lỗi bài viết cho các bạn cùng lớp
C25: Tôi nghĩ rằng hoạt động này rất thú vị
C26: Tôi cảm thấy lo lắng khi thực hiện hoạt động này
C27: Tôi cảm thấy chán nản khi thực hiện hoạt động này.
