Research on how to enrich english vocabulary among the english majors at facultyof foreign languages of industrial university of ho chi minh city graduation thesis faculty of foreign languages

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS A STUDY ON COMMON PRONUNCIATION MISTAKES AMONG THE ENGLISH-MAJORED STUDENTS AT FACULTY OF FOREIGN LANGUAGES OF INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY AND SOME SOLUTIONS TO IMPROVE THEIR PRONUNCIATION STUDENT NAME : LÊ THỊ KIM THÙY ID NUMBER : 17036801 CLASS CODE : DHAV13D COHORT : 2017-2021 SUPERVISOR NAME : HOÀNG THỊ PHONG LINH, M.A Ho Chi Minh City, 06/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATIONTHESIS A STUDY ON COMMON PRONUNCIATION MISTAKES AMONG THE ENGLISH-MAJORED STUDENTS AT FACULTY OF FOREIGN LANGUAGES OF INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY AND SOME SOLUTIONS TO IMPROVE THEIR PRONUNCIATION STUDENT NAME : LÊ THỊ KIM THÙY ID NUMBER : 17036801 CLASS CODE : DHAV13D COHORT : 2017-2021 SUPERVISOR NAME : HOÀNG THỊ PHONG LINH, M.A Ho Chi Minh City, 06/2021 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - Student Name : LE THI KIM THUY ID Number : 17036801 Class Code : DHAV13D Cohort : 2017-2021 Supervisor Name : HOANG THI PHONG LINH, 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 : June 20th, 2021 Signed : ……………………… Word count : 8,488 words ABSTRACT Pronunciation plays a vital part in learning English Students with poor pronunciation tend to fail in communication Many English- majored students were competent in vocabulary and grammar, but they still made pronunciation mistakes, which will be a serious problem if they choose English as their major now and use it at work every day later Therefore, the purpose of this study is (1) to explore common pronunciation mistakes of the English-majored students at the Faculty of Foreign Languages (FFL) of Industrial University of Ho Chi Minh City (IUH), and (2) to find out the method they applied to improve their pronunciation A quantitative research design was used to carry out this study 300 English-majored students at FFL of IUH participated in this study in total The researcher distributed the survey questionnaire to the students then collected and analyzed the data The results revealed that the students had common mistakes with vowels (/i:/, /æ/,/u:/, /ʊ/, /e/, /ʌ/, /ɪ/), consonants (fricative and affricate), word stress, sentence stress, and intonation (flat intonation) and they also used some methods, namely shadowing, using pronunciation applications, talking to native speakers, listening to English songs, watching videos and films in English, and practising tongue twisters to improve their pronunciation The researcher also offers some insightful recommendations to help the FFL students to overcome difficulties they may face in learning English pronunciation Keywords: English-majored students, improving pronunciation, pronunciation mistakes ACKNOWLEDGEMENT During my graduation thesis, I received plenty of enthusiastic help and support that guided and encouraged me to overcome all difficulties and finish this hard but meaningful time First of all, I would like to thank the School Board of Industrial University of Ho Chi Minh City and the Faculty of Foreign Languages for creating favorable conditions and opportunities for me to accomplish this study Secondly I would like to express my gratitude to my supervisor, Ms Hoang Thi Phong Linh, for her dedicated guidance, crucial advice, constructive and critical comments she gave throughout my research She was always willing to assist me in conducting this thesis with her patience and immense knowledge Without her wholehearted support, this research would not have been completed Thirdly, my sincere thanks go to the students at FFL of IUH who took the time to complete the survey questionnaire I really appreciate their warm cooperation during the time I collected data and information for my research Moreover, I would like to show my gratitude to my two group members, Ms Nguyen Thi Hien and Ms Nguyen Thi Tran Tra, for their high responsibility for the group work Thank you for sharing my feelings and giving me timely advice during my study In addition, the whole-hearted thanks and debts of gratitude are reserved to my family who always stands by me and supports me unconditionally in this intense academic year Last but not least, I really thank all people helping me to finish this research directly or indirectly TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 RATIONALE 1.2 RESEARCH OBJECTIVES 1.3 RESEARCH QUESTIONS 1.4 SCOPE OF THE STUDY CHAPTER 2: LITERATURE REVIEW 2.1 DEFINITION OF KEY TERMS 2.1.1 DEFINITION OF PRONUNCIATION 2.1.2 DEFINITION OF PRONUNCIATION MISTAKES 2.2 RESULTS OF PREVIOUS STUDIES 2.2.1 COMMON PRONUNCIATION MISTAKES IN ENGLISH 2.2.1.1 VOWELS 2.2.1.2 CONSONANTS 2.2.1.3 WORD STRESS AND SENTENCE STRESS 2.2.1.4 INTONATION 2.2.2 SOME SOLUTIONS TO IMPROVE ENGLISH PRONUNCIATION 10 2.2.2.1 USING ENGLISH SONGS 10 2.2.2.2 USING PRONUNCIATION APPLICATIONS 10 2.2.2.3 USING TONGUE TWISTERS 11 2.2.2.4 USING AUDIO STORIES 11 2.2.2.5 USING SHADOWING TECHNIQUE 12 2.3 SUMMARY OF SOME PREVIOUS STUDIES 12 CHAPTER 3: RESEARCH DESIGN 14 3.1 RESEARCH SITE 15 3.2 PARTICIPANTS 15 3.3 RESEARCH METHODOLOGY AND RESEARCH METHODS 15 3.3.1 RESEARCH METHODOLOGY 15 3.3.2 RESEARCH METHODS 16 3.4 PROCEDURES 17 3.5 DATA ANALYSIS 17 CHAPTER 4: FINDINGS AND DISCUSSION 18 4.1 THE FFL ENGLISH MAJORS‟ BACKGROUND INFORMATION AND ATTITUDE TOWARD THE IMPORTANCE OF LEARNING PRONUNCIATION 19 4.2 COMMON PRONUNCIATION MISTAKES AMONG THE FFL ENGLISH MAJORS 22 4.3 SOME METHODS THE FFL ENGLISH MAJORS HAVE USED TO IMPROVE THEIR PRONUNCIATION 27 CHAPTER 5: CONCLUSION 31 5.1 CONCLUSION 32 5.1.1 COMMON PRONUNCIATION MISTAKES AMONG THE ENGLISHMAJORED STUDENTS AT FFL OF IUH 32 5.1.2 SOME METHODS THE FFL ENGLISH MAJORS HAVE USED TO IMPROVE THEIR PRONUNCIATION 32 5.2 SUGGESTIONS 33 5.3 LIMITATIONS OF THE RESEARCH 33 5.4 FURTHER STUDY 33 REFERENCES 35 APPENDICES 39 QUESTIONNAIRE 40 SUPERVISOR‟S EVALUATION FORM 45 EXAMINER‟S EVALUATION FORM 47 RUBRICS FOR WRITTEN GRADUATION THESIS (70%) 49 RUBRICS FOR ORAL PRESENTATION (10%) 53 PROGRESS FORM 57 PEER EVALUATION FORM 60 LIST OF ABBREVIATIONS IUH: Industrial University of Ho Chi Minh City FFL: Faculty of Foreign Languages EFL: English as a Foreign Language LIST OF FIGURES Figure 4.1 The academic year of students at FFL of IUH 19 Figure 4.2 Students‟ English learning period counted by years 19 Figure 4.3 Students‟ frequency of practicing their pronunciation 20 Figure 4.4 Students‟ self-assessment of their pronunciation ability 21 Figure 4.5 Students‟ awareness towards the importance of native-like pronunciation 21 Figure 4.6 Students‟ common pronunciation mistakes in consonant sounds 23 Figure 4.7 Students‟ habits of making stress mistakes in speech 25 Figure 4.8 Students‟ tendency of using intonation in speech 26 Figure 4.9 Student's approaches for improving their pronunciation 27 Figure 4.10 Students‟ self-practice pronunciation methods 28 LIST OF TABLES Table 4.1 Students‟ common pronunciation mistakes in vowel sounds 22 Table 4.2 Students' satisfaction with the effect of using some methods on improving their pronunciation 29 Submitted by LE THI KIM THUY Student‟s ID: 17036801 CHAPTER 1: INTRODUCTION Supervisor: HOANG THI PHONG LINH, M.A Page: Submitted by LE THI KIM THUY Student‟s ID: 17036801 1.1 RATIONALE In order to gain a high level of competence in English, English learners of all ages need to master both four English skills; nonetheless, it seems that reading and writing are focused on rather than speaking by English learners in Vietnam, they spent a lot of time learning grammar and vocabulary for tests every semester Thus, speaking has become the most challenging skill for English learners in Vietnamese One crucial factor of these skills is pronunciation Nation (2009) stated, "Some teachers and students talk much about pronunciation when complaining about difficulties in speaking English, they are often talking about pronunciation" (p.75) Derwing and Munro (2005) stressed the role of pronunciation that, "having good pronunciation of the language can help in normal communication, particularly intelligibility" (as cited in Nation & Newton, 2009 p 75) During the past four years, my friends and I had opportunities to learn English altogether at FFL of IUH Although my friends were competent in vocabulary and grammar, they still are able to communicate ineffectively because they made many pronunciation mistakes such as wrong vowels, missing consonants, misplaced stress, and odd intonation After a long time of observation and investigation, these mistakes are typical ones of Vietnamese learners concerned with their own language Vietnamese has single words with no ending sounds, stress, and intonation so the learners simply omit them Moreover, there are some English consonants and vowels not existing in Vietnamese that are mispronounced repeatedly As the English-majored students at FFL of IUH who will use English a lot in their occupation, or become future teachers, realizing all of their pronunciation mistakes is exceedingly important After that, they can self-correct to be ready to speak or teach English in the future As can be seen, learners need to pay attention to pronunciation if they want to speak English correctly and fluently These above facts have fostered me to carry out the research titled "A study on common pronunciation mistakes among the English-majored students at Faculty of Foreign Languages of Industrial University of Ho Chi Minh City and some solutions to improve their pronunciation” Hopefully, this study will help students become well aware of their pronunciation problems in order to improve their pronunciation Besides, it is also useful for teachers who teach pronunciation in university 1.2 RESEARCH OBJECTIVES The research aims at investigating the common pronunciation mistakes made by Englishmajored students at FFL of IUH and the methods they have applied to improve their Supervisor: HOANG THI PHONG LINH, M.A Page: Student‟s ID: 17036801 Submitted by LE THI KIM THUY INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES EXAMINER’S EVALUATION FORM Student’s name: ……Lê Thị Kim Thùy…………… Student ID No.:…17036801…… Examiner’s name: …………………………………………………………………………… CRITERIA Format And Format (3) Language Use Coherence and Organization (4) SCORE Grammar mistakes(3) Introduction Rationale and objectives of research (5) Research questions (5) Written Graduation Literature Definitions of key terms/concepts (5) Review Review of previous studies (10) Thesis (80) Referencing (5) Methodology Research Methodology & Methods (10) Research Collecting and analyzing data (5) Findings Relevance between research findings and objectives (5) Evaluating and discussing the findings (10) Conclusions Conclusions & Recommendation (10) Oral Content (6) Presentation Performance (6) (20) Time management (10 minutes) (4) Questions responses (4) Other comments Supervisor: HOANG THI PHONG LINH, M.A Page: 47 Submitted by LE THI KIM THUY TOTAL SCORES Student‟s ID: 17036801 ……… /100 Date: ………………………… Signature ……………………………… Supervisor: HOANG THI PHONG LINH, M.A Page: 48 Student‟s ID: 17036801 Submitted by LE THI KIM THUY RUBRICS FOR WRITTEN GRADUATION THESIS (70%) Item/ Weight Format (3) Unsatisfactory There are consistent mistakes in the required format Developing There are several mistakes in the required format The development of paper is vague; no apparent logical order of presentation The paper is presented with connected concept and ideas, clear transitions There are several spelling and grammar mistakes in the paper 10 Coherence and Organizati on (4) Grammar mistakes (3) Rationale and objectives of research Introduc (5) tion 10 Research questions (5) There are consistent spelling and grammar mistakes in the paper The rationale of the research topic area is unclearly described Little evidence shows the significance and objectives of the research topic The rationale of the research topic is presented and the significance and objectives of the paper is justified Research Research questions are not questions are successfully defined defined Supervisor: HOANG THI PHONG LINH, M.A Satisfactory There are minor mistakes in the required format The paper is presented in logical sequence and well organized There are minor spelling and grammar mistakes in the paper The rationale of the research topic is adequately defined The significance and objectives of the paper is well justified Research questions are coherently and clearly defined Exemplary 10 There are hardly any mistakes in the required format The paper is clearly stated, welldeveloped and well organized There are hardly any spelling and grammar mistakes in the paper The rationale of the research topic is introduced in a coherent and interesting manner The significance and objectives of the paper is well justified Research questions are scientifically meaningful and challenging Page: 49 Student‟s ID: 17036801 Submitted by LE THI KIM THUY 15 Definitions Definition of key concepts of key is insufficient terms/ concepts (5) Key concepts are recognized The key concepts related to the research topic are defined The key concepts related to the research topic are also clearly defined The previous studies are inadequately relevant with the research topic and inappropriatel y summarized The previous studies are relevant with the research topic and summarized The previous studies are quite relevant with the research topic and appropriatel y summarize d The referencing is in a proper manner and the layout of the bibliograph y is largely in line with APA style The previous studies are adequately relevant with the research topic and appropriatel y summarized Review of previous studies (5) 10 Referencing (5) References are of poor quality The format and layout are inconsistent and not in line with APA style Research Methodol ogy and Methods (10) The author displays such a low level of research methodology and methods that it can be regarded as unacceptable The referencing is in a proper manner but the layout of the bibliography is consistent with APA style There are, however, a number of inconsistenci es The author correctly presents the research methods and shows good organization and application of research Supervisor: HOANG THI PHONG LINH, M.A The author justifies his/her choice of analysis methods and demonstrate s effective application of relevant The referencing is in a proper and extensive manner The format and layout of the bibliography are correct and in line with APA style The author justifies his/ her choice of research methods systematicall y and demonstrates a deep understanding Page: 50 Student‟s ID: 17036801 Submitted by LE THI KIM THUY methodology research methodolog y The author presents the data collecting and analyzing stages clearly The author makes good use of the data in the analysis The author chooses the methods sensibly to summarize the information provided by the data The author demonstrates adequate levels of understandin g in the analysis of the research findings The research findings are adequate relevant to the objectives of the study Collecting and analyzing data (5) The author describes the data collecting and analyzing stages but the description does not form a coherent and logical whole The analysis methods are mainly chosen to answer the research questions, but the author has an insufficient command of the methods The author correctly presents the data collecting and analyzing stages and also outlines the analysis The analysis demonstrate s a good command and reliable use of the method Relevance between research findings and objectives (5) The author demonstrates a poor level of understanding in the analysis of the research findings The research findings are inadequate in meeting objectives of study The author demonstrates a satisfactory understandin g in the analysis of the research findings The research findings may be adequate but not as described Research findings 15 Supervisor: HOANG THI PHONG LINH, M.A in the application of relevant research methodology The author presents the data collecting and analyzing stages correctly and clearly The author makes great use of the data in the analysis The author chooses the relevant methods to best summarize the information provided by the data The author demonstrates advanced levels of understanding in the analysis of the research findings The research findings are relevant to the objectives of the study Page: 51 Student‟s ID: 17036801 Submitted by LE THI KIM THUY Evaluating and discussing the findings (5) 10 Conclusion & Reconmm endation (10) The thesis does not succeed in making contribution to the knowledge base of the discipline and field of study No logical conclusions are reached Answers to research questions studied and discussion about them is almost entirely missing or it is unconnected from the perspective of the research The final summary in no way communicates the purpose and findings of the study The author demonstrates inadequate understanding of the strengths and weaknesses of his/her own research The research findings make a minor contribution to the knowledge base of the discipline and field of study The research findings make a good contribution to the knowledge base of the discipline and field of study The research findings make a significant contribution to the knowledge base of the discipline and field of study The conclusions are partially logical The link between the conclusions and research questions is left somewhat unclear The final summary only partially communicate s the purpose and findings of the study The author demonstrates quite adequate understanding of the strengths and weaknesses of his/her own research The conclusions are presented logically and answers to research questions are explained in a good manner The final summary communicat es the purpose and findings of the study The author demonstrate s adequate understandi ng of the strengths and weaknesses of his/her own research The conclusions are presented logically and answers to research questions are explained in a coherent manner The final summary is relevant and communicate s the objectives and findings of the study The author demonstrates good understanding of the strengths and weaknesses of his/her own research Supervisor: HOANG THI PHONG LINH, M.A Page: 52 Student‟s ID: 17036801 Submitted by LE THI KIM THUY RUBRICS FOR ORAL PRESENTATION (10%) Item/ Weight Content (3) Performance (3) Unsatisfactory Developing Satisfactory Exemplary Organizational structure present but unclear with underdeveloped introduction, body and conclusion Transitions are awkward Organization al structure present clearly with introduction, body and conclusion A few transitions Appropriate organizational pattern used and easy to follow with developed introduction, understandable body part and satisfying conclusion Main points are smoothly connected with transitions Very little gestures or eye contact Monotone voice or insufficient volume Reading of notes only Speech is often unintelligible Little gestures or eye contact Monotone voice or insufficient volume Little poise Heavy reliance on notes Abundant oral fillers and nonverbal distractions Mispronunci ations are frequent and cause some difficulty for the listener Adequate use of gestures, eye contact, language, and voice Limited oral fillers and nonverbal distractions Uses a wide range of pronunciation features 10 Organizational pattern is compelling and moves audience through speech with ease Introduction draws in the audience and conclusion is satisfying Main points are clearly made and smoothly connected with transitions Effective use of gestures, eye contact, vivid language, and voice to add interest to speech Poised with use of notes for reference only No oral fillers and nonverbal distractions Clear pronunciation Supervisor: HOANG THI PHONG LINH, M.A Page: 53 Student‟s ID: 17036801 Submitted by LE THI KIM THUY Time management (10minutes) (2) No regard for time constraints six or seven minutes above or below the allotted time Questions response (2) Unable to respond many questions Presentation given within four or five minutes above or below the allotted time Most questions are responded competently Supervisor: HOANG THI PHONG LINH, M.A Presentation given within two or three minutes above or below the allotted time Presentation given within time constraints (from 9-11 minutes) Nearly all questions are responded knowledgably and respectively All questions are responded knowledgably and respectively Page: 54 Student‟s ID: 17036801 Submitted by LE THI KIM THUY RUBRICS FOR SUPERVISOR’S APPRAISAL (10%) Item/ Unsatisfactory Developing Satisfactory Exemplary Weight 10 Communic Students show a Students show an Students show Students show a ation skill weak adequate a good very good (2) communication communication communicatio communication skill in meetings skill in meetings n skill in skill in meetings with the with the supervisor meetings with with the supervisor and and group the supervisor supervisor and group members members and group group members members Punctuality Students are (2) Students are Students are Students are always late in sometimes late in usually always punctual meetings with the meetings with the punctual in in meetings with supervisor supervisor meetings with the supervisor the supervisor Continuous Students show an Students show a Students show Students show a improveme unwilling attitude positive attitude a positive willing attitude nt towards assigned towards assigned attitude towards (6) work, complete work, complete towards assigned work, work late often work late assigned work, complete work and make no sometimes and can complete work on time or make reference from make a relevant on time or alternative the supervisor reference from the make arrangement and supervisor alternative make a good arrangement reference from and make a the supervisor good reference from the supervisor Supervisor: HOANG THI PHONG LINH, M.A Page: 55 Student‟s ID: 17036801 Submitted by LE THI KIM THUY RUBRICS FOR SUPERVISOR’S APPRAISAL ON TEAMWORK (5%) Student’s name: ……Lê Thị Kim Thùy…………… Student ID No.:…17036801…… Item/ Weight Unsatisfactory Developing Satisfactory Exemplary 10 A clear procedure for planning & making decisions in research work is formally established by all members of the group There is no planning& Group decision making Planning & process, Decision decisions are made by individuals A procedure for planning& making decisions is established by the group, but it is not clear and/or it focuses on individuals A clear procedure for planning & making decisions in research work is informally established by all members of the group The group does not establish roles for each Roles & member and/or Distribution the workload is unequally distributed The group establishes informal roles for each member The workload could be distributed more equally The group establishes clear and formal roles for each member and distributes the workload equally The group establishes and documents clear and formal roles for each member and distributes the workload equally Scheduled meetings minutes are usually recorded and the contribution of each team members are identified Scheduled meetings minutes are always recorded and the contribution of each team members are identified Meeting Minutes Scheduled meetings minutes Scheduled are often recorded meetings minutes and the are rarely recorded contribution of and the efforts are each team scattered members are NOT identified Supervisor: HOANG THI PHONG LINH, M.A Page: 56 Student‟s ID: 17036801 Submitted by LE THI KIM THUY INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES PROGRESS FORM GRADUATION THESIS Research title: A study on common pronunciation mistakes among the English-majored students at Faculty of Foreign Languages of Industrial University of Ho Chi Minh City and some solutions to improve their pronunciation Student’s name: ……Lê Thị Kim Thùy…………… Student ID No.:…17036801…… Supervisor’s name: ……Hoàng Thị Phong Linh , M.A……………………………………… Week Date Content Supervisor’s comments (Signature) 13/01/2021 Have a meeting to discuss and choose a topic 02/03/2021 - Review and correct the title and 07/03/2021 research questions 09/03/2021- Review and correct the outline of 10/03/2021 Chapter 12/03/2021 - Review and correct the first draft of 16/03/2021 Chapter 20/03/2021 - Review and correct the outline of 26/03/2021 Chapter Supervisor: HOANG THI PHONG LINH, M.A Page: 57 Student‟s ID: 17036801 Submitted by LE THI KIM THUY 29/03/2021 - Review and correct the first draft of 30/03/2021 Chapter 01/04/2021 - Review and correct the outline of 08/04/2021 Chapter 10/04/2021 - - Review and correct the first draft 15/04/2021 of Chapter - Review and correct the Questionnaire - Work completion: …… % Check Progress - Continue or not? ……………………………… 10 11 12 13 14 11/05/2021 - Review and correct the outline of 20/05/2021 Chapter 4,5 21/05/2021 - Review and correct the first draft of 25/05/2021 Chapter 4,5 29/05/2021- Review and correct the first draft of 31/05/2021 Thesis 11/06/2021- Review and correct the second draft 12/06/2021 of Thesis 14/06/2021- Review and correct the third draft of 15/06/2021 Thesis 16/06/2021- Review and correct the final draft of 17/06/2021 Thesis The supervisor‟s approval of the students‟ submission (Yes/ No): ……………………………… Supervisor: HOANG THI PHONG LINH, M.A Page: 58 Submitted by LE THI KIM THUY Student‟s ID: 17036801 Date: …………………………… Supervisor (Signature & Full name) ……………………………… Supervisor: HOANG THI PHONG LINH, M.A Page: 59 Student‟s ID: 17036801 Submitted by LE THI KIM THUY PEER EVALUATION FORM Name of member: Lê Thị Kim Thùy Item/ Weight Unsatisfactory Developing Satisfactory Collects information Does not when prodded; collect any tries to offer relevant some ideas, but Contribution information; not well to the team no useful developed, and project suggestions to not clearly address team's expressed, to needs; meet team's needs; Performs Does not assigned tasks perform but needs many assigned tasks; reminders; often misses attends meetings meetings and, regularly but when present, Taking generally does responsibility does not have not say anything anything constructive; constructive to sometimes say; relies on expects others to others to do his/her work; the work; Rarely listens to, shares with, and supports Working with the efforts of others; often others uses inappropriate language; often is not a good team member Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Performs all assigned tasks; attends meetings regularly and usually participates effectively; Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic 10 Performs all tasks very effectively; attends all meetings and participates enthusiastically; 10 Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Evaluator's name: Nguyễn Thị Hiền Date of evaluation: June 15th,2021 Supervisor: HOANG THI PHONG LINH, M.A Page: 60 Student‟s ID: 17036801 Submitted by LE THI KIM THUY PEER EVALUATION FORM Name of member: Lê Thị Kim Thùy Item/ Weight Unsatisfactory Developing Satisfactory Collects information Does not when prodded; collect any tries to offer relevant some ideas, but Contribution information; not well to the team no useful developed, and project suggestions to not clearly address team's expressed, to needs; meet team's needs; Performs Does not assigned tasks perform but needs many assigned tasks; reminders; often misses attends meetings meetings and, regularly but when present, Taking generally does responsibility does not have not say anything anything constructive; constructive to sometimes say; relies on expects others to others to do his/her work; the work; Rarely listens to, shares with, and supports Working with the efforts of others; often others uses inappropriate language; often is not a good team member Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work; Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs; Performs all assigned tasks; attends meetings regularly and usually participates effectively; Generally listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas; Exemplary 10 Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic 10 Performs all tasks very effectively; attends all meetings and participates enthusiastically; 10 Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit Evaluator's name: Nguyễn Thị Trần Trà Date of evaluation: June 15th,2021 Supervisor: HOANG THI PHONG LINH, M.A Page: 61