A study on the english majored sophomores’ responses to peer review technique and the difficulties in applying the activities in their writing 2 classes at faculty of foreign languages, ind

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS A STUDY ON THE ENGLISH-MAJORED SOPHOMORES’ RESPONSES TO PEER REVIEW TECHNIQUE AND THE DIFFICULTIES IN APPLYING THE ACTIVITIES IN THEIR WRITING CLASSES AT FACULTY OF FOREIGN LANGUAGES, INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY STUDENT NAME: NGUYEN THI NGOC QUYEN ID NUMBER: 18072531 CLASS CODE: DHAV14E COHORT: 2018-2022 SUPERVISOR NAME: LE THI THUY, M.A HCMC, 12/ 2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS A STUDY ON THE ENGLISH-MAJORED SOPHOMORES’ RESPONSES TO PEER REVIEW TECHNIQUE AND THE DIFFICULTIES IN APPLYING THE ACTIVITIES IN THEIR WRITING CLASSES AT FACULTY OF FOREIGN LANGUAGES, INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY STUDENT NAME: NGUYEN THI NGOC QUYEN ID NUMBER: 18072531 CLASS CODE: DHAV14E COHORT: 2018-2022 SUPERVISOR NAME: LE THI THUY, M.A HCMC, 12/ 2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - Student name : NGUYEN THI NGOC QUYEN ID Number : 18072531 Class Code : DHAV14E Cohort : 2018- 2022 Supervisor Name : LE THI THUY, M.A Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion It also has not been accepted as part of a submission to another purpose elsewhere I accept heavy penalty for any cheating or plagiarism Date submitted: 09/12/2021 Signed : ……………………… Word count : 8889 words A STUDY ON THE ENGLISH-MAJORED SOPHOMORES’ RESPONSES TO PEER REVIEW TECHNIQUE AND THE DIFFICULTIES IN APPLYING THE ACTIVITIES IN THEIR WRITING CLASSES AT FACULTY OF FOREIGN LANGUAGES, INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY ABSTRACT Writing is an important skill for foreign language learners However, there are many learners who believe that writing is a tough skill to master and that they dislike it Peer evaluation is used in Writing class at the Industrial University of Ho Chi Minh City's Faculty of Foreign Languages to enhance the students’ writing ability The researcher's goal in this study is to look into the English-majored sophomores’ responses to peer review techniques and the difficulties in applying the activities in their Writing classes at FFL, IUH Quantitative data were obtained from 232 second-year English majors at the FFL, IUH In addition, with the permission of the teachers, the researcher decided to observe Writing classes and collect student papers in order to get additional data for the research According to the findings, the majority of participants recognize the benefits of peer review and wish to continue using it in the future However, students still have trouble applying peer review to reviewers and reviewees in the classroom The major challenge reviewers face when participating in this activity is that they lack English competence, which makes them hesitant to provide input on papers; on the other hand, reviewees complain about the responses they receive, which are often general and even misleading Finally, the researcher makes some suggestions for assisting students in overcoming obstacles while using peer review in the classroom Keywords: paragraph writing, peer review, writing skills ACKNOWLEDGEMENT I received a lot of aid and support while writing this thesis, which enabled me to overcome the challenges and stay motivated to finish the study First of all, I would like to express my gratefulness to the School Board of Industrial University of Ho Chi Minh City and the Faculty of Foreign Languages for constantly establishing excellent conditions for my support Second, I would like to show my thankfulness to my supervisor, Ms Le Thi Thuy, for energetically guiding me and encouraging me and my team members up when we faced problems She has consistently and enthusiastically provided good advice and beneficial direction that has enabled me to complete my graduation thesis successfully Despite her hectic schedule, she took the time to proofread my drafts and provide helpful feedback This thesis would not have been feasible without her unwavering support and encouragement Third, I have the honor of working alongside two of my team's talented members, Le Hoang Phuc and Bui Hoang Phuong Nhi They are really active and creative, and they are always encouraging me while I work on my graduation thesis In addition, I'd like to thank the 232 students in Writing classes who enthusiastically participated in the survey, allowing me to collect extremely reliable data Last but not least, I am immensely grateful for my family's unconditional love As I work on my graduation thesis, my parents continually encourage and support me, and it is because of them that I am more eager and motivated TABLE OF CONTENTS MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY ABSTRACT ACKNOWLEDGEMENT TABLE OF CONTENTS LIST OF FIGURES ABBREVIATION CHAPTER I: INTRODUCTION 1.1 Rationale 1.2 Research objectives 1.3 Research questions 1.3 Scope of the study CHAPTER II: LITERATURE REVIEW 2.1 An overview of peer review 2.1.1 The definition of peer review 2.1.2 The benefits of peer review 2.2 An overview of paragraph writing 2.2.1 Definition of writing 2.2.2 The process of writing 2.2.3 Definition of paragraph 2.3 Applying peer review activity in writing classes 2.3.1 Rubrics for evaluation 2.3.2 The responses of students to peer review activity 2.3.3 Students’ difficulties in applying peer review activity in applying peer evaluation 2.4 Previous studies 10 2.4.1 The Impact of Peer Feedback on Improving the Writing skills among Hebron University Students of Mohammed Farrah in 2012 10 2.4.2 An Investigation of the Effects of Peer Evaluation in Enhancing Algerian Students’ Writing Autonomy and Positive Affect of Samira Moussaoui in 2012 11 CHAPTER III: RESEARCH DESIGN 12 3.1 Research site 13 3.2 Participants 13 3.3 Research methodology and research methods 13 3.3.1 Research methodology 13 3.3.2 Research methods 13 3.4 Procedures 15 3.5 Data analysis 15 CHAPTER IV: FINDINGS AND DISCUSSIONS 17 4.1 Findings 18 4.1.1 Students' writing and peer review ability 18 4.1.2 Students’ perceptions to peer review process 19 4.1.3 The difficulties of applying peer review activities in writing class 24 4.2 Discussion 32 4.2.1 Students' writing and peer review ability 32 4.2.2 Students’ perceptions to peer review process 32 4.2.3 The difficulties of applying peer review activities in writing class 32 CHAPTER V: CONCLUSION 34 5.1 Conclusion 35 5.2 Recommendations for sophomores of FFL in IUH 35 5.3 Research limitations 36 5.4 Further research 36 REFERENCES 38 APPENDICES 40 QUESTIONNAIRE 41 SUPERVISOR’S EVALUATION FORM 50 EXAMINER’S EVALUATION FORM 52 PROGRESS FORM 41 LIST OF FIGURES Figure 4.1 Students’ writing ability Figure 4.2 Students’ giving feedback ability Figure 4.3 Statements about peer review Figure 4.4 Teachers give instructions before applying peer review in writing class Figure 4.5 Level of understanding the teacher's instructions on peer review activity Figure 4.6 The way to apply peer review activity Figure 4.7 Number of people in a group Figure 4.8 Number of papers that students applied peer review activity Figure 4.9 Number of comments that students got from their peers Figure 4.10 Students’ perceptions about peer review activity Figure 4.11 Amount of time to giving feedback to a writing Figure 4.12 Some ways that students when they check friend’s papers Figure 4.13 Common errors that students often point out Figure 4.14 Confidence level in giving feedback to peers' papers Figure 4.15 The reasons that students not really confident in giving feedback Figure 4.16 Common mistakes that peers point out in students’ writing Figure 4.17 How helpful the feedback is Figure 4.18 How often to receive unhelpful feedback Figure 4.19 The reasons that comments are unhelpful Figure 4.20 Rewrite the second draft based on peers' feedback Figure 4.21 Students are polled to see if they want to continue using peer review activity ABBREVIATION IUH: Industrial University of Ho Chi Minh City FFL: Faculty of Foreign Languages ESL: English as a Second Language L2: Second Language Submitted by Nguyen Thi Ngoc Quyen ID number: 18072531 conclusion conclusion A Transitions are few transitions awkward understandable Introduction body part draws and in the satisfying audience conclusion Main conclusion points satisfying Main are smoothly and is points are clearly connected with transitions made and smoothly connected with transitions Performance Very (3) little Little gestures or Adequate use of Effective use of gestures or eye eye gestures, gestures, contact Monotone voice contact, Monotone voice or language, or volume insufficient contact insufficient volume poise Reading of notes reliance only Speech is Little Heavy voice eye eye contact, and Limited vivid language, and voice add to oral fillers and interest to speech nonverbal Poised with use of notes Abundant distractions Uses notes for reference often oral fillers and a wide range of only unintelligible nonverbal pronunciation fillers distractions features nonverbal on No oral and Mispronunciatio distractions Clear ns are frequent pronunciation and cause some difficulty for the listener Time No regard for Presentation Presentation Presentation given management time constraints given within given within two within (2) six five or three minutes constraints above above or below or seven four minutes above minutes or below allotted time Supervisor: Le Thi Thuy, M.A the or or below the time the allotted time allotted time 60 Submitted by Nguyen Thi Ngoc Quyen Questions Unable to response respond many (2) questions ID number: 18072531 Most questions Nearly are questions are responded responded knowledgably and knowledgably respectively responded competently all All questions are and respectively Supervisor: Le Thi Thuy, M.A 61 Submitted by Nguyen Thi Ngoc Quyen ID number: 18072531 Rubrics for Written Graduation Thesis - Examiner (80%) Item/ Weight Unsatisfactor Developing Satisfactory Exemplary y Format There are There are 10 There are minor There are mistakes in the hardly any required mistakes in the format required consistent several mistakes in mistakes the required the required format format Coherence The The paper is The and development presented with presented connected logical sequence well-developed and and (3) 10 Organizatio n (4) of paper vague; is no apparent logical format concept ideas, order in and clear paper is The in clearly well paper is stated, well organized organized There are minor There are hardly any and transitions of presentation Language There Usage consistent several spelling spelling and spelling and grammar spelling grammar grammar mistakes in the grammar mistakes in mistakes paper mistakes in the the paper the paper (3) Rationale The and are rationale There are in and paper The rationale The rationale of The rationale of of the research of the research topic the research topic objectives topic area is research of research unclearly topic (5) described the is defined The coherent presented and significance and interesting Little evidence the objectives of the manner The shows significance paper and and justified significance Supervisor: Le Thi Thuy, M.A the is adequately is introduced in a is and well significance objectives of the 62 Submitted by Nguyen Thi Ngoc Quyen Introduction 10 ID number: 18072531 and objectives objectives of paper of the research the paper is justified topic justified is Research Research Research Research Research questions questions are questions are questions are questions (5) not defined coherently successfully well are and scientifically clearly defined meaningful defined and challenging Literature Definitions Definition of Key concepts The Review of key concepts are concepts related concepts related terms/conc is recognized to the research to the research epts (5) insufficient topic topic are also 15 key key are defined of The previous Review key clearly defined The previous The previous The studies are studies are quite studies previous previous studies studies inadequately relevant with relevant with the adequately relevant with the research research relevant the research topic and the topic summarized appropriately topic summarized appropriately (10) are The and and inappropriate topic ly are with research and summarized summarized 15 Research The Methodolog displays such correctly y a low level of presents research research methodology methods and methods shows that it can be organization regarded and and Methods (10) author as unacceptable Supervisor: Le Thi Thuy, M.A The author The author justifies his/her the and good application of choice of and demonstrates effective of relevant research methodology author justifies his/ her analysis methods application The choice of research methods systematically and demonstrates a deep understanding in the application of 63 Submitted by Nguyen Thi Ngoc Quyen Research Design ID number: 18072531 relevant research methodology methodology Collecting The and describes the correctly analyzing data presents data (5) collecting and data analyzing stages analyzing stages analyzing collecting and clearly correctly and stages but the analyzing author clearly The description stages does not form 15 author research The author the author The author presents the data presents the data collecting collecting and The makes and good use of the author also outlines data great use of the a coherent and the analysis logical whole The analysis author chooses analysis The analysis demonstrates the methods author chooses methods a sensibly the relevant are and The analysis good in the The to in the The mainly chosen command and summarize to answer the reliable use of information summarize research the method provided by the information data provided by the questions, but the data makes the author has methods to best the data an insufficient command of the methods Relevance The between demonstrates research a poor level of findings and understanding objectives in the analysis understanding the analysis of the the analysis of the of the research in the research findings (5) author findings The research findings are inadequate in Supervisor: Le Thi Thuy, M.A The author The demonstrates a satisfactory demonstrates author demonstrates adequate levels of advanced levels of understanding in understanding in analysis of the The research author The findings research are findings The adequate relevant research findings The research findings relevant are to 64 the Submitted by Nguyen Thi Ngoc Quyen Findings & Discussion ID number: 18072531 meeting research objectives of findings may of the study study be adequate but not 15 to the objectives objectives of the study as described Evaluating The thesis does The research The and not succeed in findings make findings make a findings make a discussing making a good the findings contribution to contribution to contribution the knowledge the knowledge the base base base (10) of the minor of the research The significant to contribution to the knowledge knowledge of discipline and discipline field of study field of study field of study No & Reconmme logical The base the of the discipline discipline and Conclusion research and and field of study The conclusions The conclusions conclusions are conclusions are are are reached logically and logically and The answers to answers to between research partially ndation (10) Answers to logical research link questions the conclusions studied and and discussion research questions is left about them is somewhat almost entirely unclear presented research questions are questions explained in a explained good manner The The final summary missing or it is final summary communicates unconnected the purpose and from only the communicates perspective of the the research The final summary in no Supervisor: Le Thi Thuy, M.A partially purpose presented findings of the study The author in a are coherent manner The final summary is relevant and communicates the objectives and findings of and findings of demonstrates the study The adequate the study The author understanding of author 65 Submitted by Nguyen Thi Ngoc Quyen Conclusion way demonstrates the strengths and demonstrates communicates quite adequate weaknesses good the 15 ID number: 18072531 purpose understanding and findings of of the strengths his/her of own research understanding of the strengths and the study The and weaknesses author weaknesses of his/her demonstrates his/her research inadequate research own of own understanding of the strengths and weaknesses of his/her own research Referencing (5) References are The The referencing The referencing of poor referencing is is in a proper is in a proper and quality The in manner and the extensive format and manner layout manner layout are the layout of bibliography inconsistent the largely in line of and not in line bibliography with APA style bibliography are with is style APA a proper but consistent with APA style There of the is The format and layout correct the and line with APA style are, however, a number of inconsistencie s Supervisor: Le Thi Thuy, M.A in 66 Submitted by Nguyen Thi Ngoc Quyen ID number: 18072531 Rubrics for Oral Presentation - Examiner (20%) Item/ Weight Unsatisfactory Developing Satisfactory Exemplary 10 Content Organizational Organizational Appropriate Organizational (6) structure present structure present organizational pattern but unclear with clearly pattern used and compelling underdeveloped introduction, easy to follow moves audience introduction, body with through body and with and A and speech introduction, with understandable Introduction Transitions are body part draws awkward satisfying audience conclusion Main conclusion points satisfying Main conclusion conclusion developed is few transitions and are smoothly ease in the and is points are clearly connected with transitions made and smoothly connected with transitions Performance Very (6) little Little gestures or Adequate use of Effective use of gestures or eye eye gestures, gestures, contact Monotone voice contact, Monotone voice or language, or volume insufficient contact insufficient volume poise Reading of notes reliance only Speech is Little Heavy voice eye eye contact, and Limited vivid language, and voice add to oral fillers and interest to speech nonverbal Poised with use of notes Abundant distractions Uses notes for reference often oral fillers and a wide range of only unintelligible nonverbal pronunciation fillers distractions features nonverbal on No oral and Mispronunciatio distractions Clear ns are frequent pronunciation and cause some Supervisor: Le Thi Thuy, M.A 67 Submitted by Nguyen Thi Ngoc Quyen ID number: 18072531 difficulty for the listener Time No regard for Presentation Presentation Presentation given management time constraints given within given within two within (4) six five or three minutes constraints above above or below or seven four minutes above minutes or below the allotted time or or below the time the allotted time allotted time Questions Unable to response respond many (4) questions Most questions Nearly are questions are responded responded knowledgably and knowledgably respectively responded competently all All questions are and respectively Supervisor: Le Thi Thuy, M.A 68 Submitted by Nguyen Thi Ngoc Quyen ID number: 18072531 Rubrics for Supervisor’s Appraisal (10%) Item/ Weight Unsatisfactory Developing Satisfactory Exemplary 10 Communication Students show a Students show an Students show a Students show a skill weak adequate good very communication communication communication communication (2) skill in meetings skill in meetings skill in meetings skill in meetings with the with the with the with the supervisor and supervisor and supervisor and supervisor and group members Punctuality (2) Students group members are Students group members are Students always late in sometimes late in usually meetings Continuous Students improvement an group members are Students are punctual always punctual with meetings with the in meetings with in meetings with the supervisor (6) good supervisor the supervisor the supervisor show Students show a Students show a Students show a unwilling positive attitude positive attitude willing attitude attitude towards towards assigned towards assigned towards assigned work, work, complete work work complete work, late often and sometimes make reference no can make complete assigned work, late work on time or complete work and make alternative on time or make a arrangement and alternative from relevant reference make the supervisor from supervisor a good arrangement and the reference from the make supervisor a good reference from the supervisor Supervisor: Le Thi Thuy, M.A 69 Submitted by Nguyen Thi Ngoc Quyen ID number: 18072531 Rubrics for Teamwork (10%) Rubrics for Supervisor’s Appraisal (5%) Rubrics for Peer Evaluation (5%) Rubrics for Supervisor’s Appraisal (5%) Student’s name: NGUYEN THI NGOC QUYEN Student code: 18072531 Item/ Weight Unsatisfactory Developing A procedure for no planning& & making decisions decision making is established by process, decisions the group, but it are is There planning Group Planning is & Decision made by not clear and/or it focuses individuals on individuals The group does not establish roles Roles Distribution & for each member and/or workload unequally distributed Meeting Minutes the is The group establishes informal roles for each member The workload could be distributed more equally Satisfactory Exemplary A clear procedure for planning & making decisions in research work is informally established by all members of the group group establishes clear and formal for each member and distributes the workload equally Scheduled meetings Scheduled Scheduled meetings minutes are rarely meetings minutes minutes are usually recorded and the are often recorded recorded and the the efforts are scattered and contribution of each contribution of Supervisor: Le Thi Thuy, M.A A clear procedure for planning & making decisions in research work is formally established by all members of the group The roles 10 The group establishes and documents clear and formal roles for each member and distributes the workload equally Scheduled meetings minutes are always recorded and the contribution 70 of Submitted by Nguyen Thi Ngoc Quyen ID number: 18072531 each team members team members are each are NOT identified identified team members are identified Rubrics for Peer Evaluation (5%) Name of member: NGUYEN THI NGOC QUYEN Item/ Weight Unsatisfactory Developing Satisfactory Exemplary Collects Collects Contribution to the team project ……9.5……… … Does not collect any relevant information; no useful suggestions to address team's needs; information when Collects basic, prodded; tries to useful information offer some ideas, related but to the well research, not developed, and not occasionally offers clearly expressed, useful ideas to meet to 10 team's the team's needs; meet needs; presents and to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic Performs assigned Does not perform tasks but assigned reminders; Taking often responsibility meetings tasks; many misses attends needs meetings Performs but assigned and, regularly when present, does generally does not attends ……9.5……… not have anything say … all Performs all tasks tasks; very meetings attends anything regularly all and meetings and usually participates participates constructive to constructive; say; on sometimes expects effectively; relies effectively; enthusiastically; others to the others to his/her work; work; Working with Rarely listens to, Usually listens to Generally listens to Almost others shares with, and others Supervisor: Le Thi Thuy, M.A but others' points always of listens to others 71 Submitted by Nguyen Thi Ngoc Quyen ID number: 18072531 supports the efforts sometimes ……9.5……… of others; often not … pay uses inappropriate attention does view; always uses and their much appropriate ideas; and helps when respectful them develop their ideas language; often is others talk, and language; tries to while giving them not a good team assumes their ideas make member will not work; a definite full credit effort to understand others' ideas; Total: 28.5 /3 = 9.5 Evaluator's name: BUI HOANG PHUONG NHI Date of evaluation: 09/12/2021 Supervisor: Le Thi Thuy, M.A 72 Submitted by Nguyen Thi Ngoc Quyen ID number: 18072531 Name of member: NGUYEN THI NGOC QUYEN Item/ Weight Unsatisfactory Developing Satisfactory Exemplary Collects Collects Contribution to the team project ……10……… … Does not collect any relevant information; no useful suggestions to address team's needs; information when Collects basic, prodded; tries to useful information offer some ideas, related but to the well research, not developed, and not occasionally offers clearly expressed, useful ideas to meet to 10 team's the team's needs; meet needs; presents and to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic Performs assigned Does not perform tasks but assigned reminders; Taking often responsibility meetings tasks; many misses attends needs meetings Performs and, regularly but assigned tasks; very when present, does generally does not attends ……9.5……… not have anything say … all Performs all tasks meetings attends anything regularly all and meetings constructive to constructive; say; on sometimes expects effectively; relies effectively; and usually participates participates enthusiastically; others to the others to his/her work; Working with others ……9.5……… … work; Rarely listens to, Usually listens to shares with, and others but supports the efforts sometimes of others; often not pay uses inappropriate attention does much when language; often is others talk, and not a good team assumes their ideas member Supervisor: Le Thi Thuy, M.A will not work; Generally listens to Almost others' points of listens to others view; always uses and their appropriate respectful always ideas; and helps them develop their ideas language; tries to while giving them make a definite full credit 73 Submitted by Nguyen Thi Ngoc Quyen ID number: 18072531 effort to understand others' ideas; Total: 29 /3 = 9.67 Evaluator's name: LE HOANG PHUC Date of evaluation: 09/12/2021 Supervisor: Le Thi Thuy, M.A 74