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MINISTRY OF EDUCATION AND TRANING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES ………… AN INVESTIGATION INTO THE USE OF PEER CORRECTION IN TEACHING AND LEARNING WRITING SKILL AT HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGE FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION HUE, 2013 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGHIÊN CỨU VỀ VIỆC SỬ DỤNG HOẠT ĐỘNG SỬA LỖI CẶP TRONG VIỆC DẠY VÀ HỌC KỸ NĂNG VIẾT Ở TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ CHUYÊN NGÀNH : LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH MÃ SỐ : 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC HUẾ, 2013 TABLE OF CONTENT LIST OF TABLES CHAPTER INTRODUCTION 1.1 Background of the study 1.2 The scope of the study 1.3 Objectives of the study 1.4 Significance of the study 1.5 Research questions 1.6 Structure of the study CHAPTER LITERATURE REVIEW 2.1 Theories of English writing skill 2.1.1 English writing skill 2.1.2 Product-oriented writing 2.3 Process-oriented writing approach 2.1.3 Definitions of peers 2.4 What is Peer correction? 2.5 Benefits of Peer Correction 2.6 Problems of Peer Correction 2.7 Review of Research in the use of Peer Correction 10 CHAPTER RESEARCH METHODOLOGY 14 3.1 Introduction 14 3.2 Research design 14 3.3 Research approach 14 3.4 Research scope 15 3.4.1 Research site 15 3.4.2 Participants 15 3.5 Research methods 15 3.5.1 The questionnaire 16 3.5.2 The interviews 17 3.6 Data analysis 18 3.7 Chapter summary 18 CHAPTER 4: FINDINGS AND DISCUSSION 19 4.1 Introduction 19 4.2 Results from the questionnaires 19 4.3 Findings and discussion 20 4.3.1 Teachers‟ perception on handling peer correction and student‟ attitude on using of peer correction (cluster 1) 20 4.3.1.1 Teachers‟ perception on handling peer correction 21 4.3.1.2 Students‟ attitude toward using of peer correction 23 4.3.2 The necessity and benefits of peer correction in teaching and learning writing skill (cluster 2) 25 4.3.2.1 The necessity and benefits of handling peer correction in teaching writing skill 26 4.3.2.2 The necessity and benefits of using peer correction in learning writing skill 27 4.3.3 The current situation of the use of peer correction in teaching and learning writing skill at HUCFL (cluster 3) 28 4.3.3.1 Content for peer correction 29 4.3.3.1.1 Teachers‟ views on content for peer correction 29 4.3.3.1.2 Students‟ views on content for peer correction 30 4.3.3.2 When to use peer correction 32 4.3.3.2.1 Teachers‟ response on time to handle peer correction 33 4.3.3.2.1 Students‟ response on time to use peer correction 35 4.3.3.3 Students‟ response on correction of their peer 36 4.3.4 Some difficulties teachers and students encounter when handling peer correction (cluster 4) 39 4.3.4.1 Some difficulties for teachers to handle peer correction 40 4.3.4.2 Some difficulties for students to use peer correction 43 4.3.5 Some suggestions to implement peer correction 48 4.3.5.1 Teacher‟ opinion about some suggestions to handle peer correction 48 4.3.5.2 Student‟s opinion about some suggestions to use peer correction 50 4.3 Results from the interviews 51 4.3.1 The student‟s perceptions toward peer correction 52 4.3.2 The difficulties that the students often encounter when using peer correction 54 4.3.3 Suggestions to deal with the difficulties when using peer correction in learning writing 55 4.4 Chapter summary 57 CHAPTER CONCLUSION, IMPLICATIONS, AND SUGGESTIONS FOR FURTHER RESEARCH 58 5.1 Introduction 58 5.2 Summary of the Key Findings 58 5.3 Implications 62 5.3.1 Implications for teachers 62 5.3.2 Implication for learners 63 5.4 Contribution of the study 64 5.5 Limitations of the study 64 5.6 Recommendations for future research 65 LIST OF TABLES Table 3.1: Summary of participant 15 Table 3.2: Summary of the questionnaire 17 Table 4.1 The reliability of the questionnaire in a Pilot study 19 Table 4.2 The reliability of the questionnaires 20 Table 4.3: Teachers‟ perceptions on handling peer correction 21 Table 4.4: Mean scores of teachers‟ perceptions on handling peer correction 22 Table 4.5: Students‟ attitude toward peer correction 23 Table 4.6 : Mean scores of students‟ attitude toward peer correction 24 Table 4.7 : Mean scores of the necessity and benefits of handling peer correction in teaching writing skill 26 Table 4.8 : Mean scores of The necessity and benefits of using peer correction in learning writing skill 27 Table 4.9 : Teachers‟ views on content for peer correction 29 Table 4.10 : Mean scores of teachers‟ views on content for peer correction 30 Table 4.11 : Students‟ views on content for peer correction 31 Table 4.12 : Mean scores of students‟ views on content for peer correction 31 Table 4.13 : Percentages of teachers‟ response on time to handle peer correction 33 Table 4.14 : Percentages of students‟ response on time to handle peer correction 35 Table 4.16 :Mean scores of students‟ response on correction of their peer 37 Table 4.17: The frequency of item 17 38 Table 4.18: The frequency of item 18 38 Table 4.19: Mean scores of some difficulties for teachers to handle peer correction 40 Table 4.20: Frequency of time constraint for peer correction in writing classes 41 Table 4.21: The frequencies and percentages of item 21, 22, 23, 24, 25 and 26 of the questionnaire for teacher 42 Table 4.22: Some difficulties for students to use peer correction 43 Table 4.23: Mean scores of some difficulties for students to use peer correction44 Table 4.24: The frequencies and percentage of item 21,22, 23, 24, 25 and 26 of the questionnaire for students 47 Table 4.25:Teacher‟ opinion about some suggestions to handle peer correction 48 Table 4.26: Mean scores of teacher‟ opinion about some suggestions to handle peer correction 49 Table 4.27: Students‟ opinion about some suggestions to use peer correction 50 Table 4.28: Mean scores of student‟s opinion about some suggestions to use peer correction 51 LIST OF ABBREVIATION HUCFL : Hue University College of Foreign Languages EFL : English as a foreign language ABSTRACT This thesis studied issues relating to an investigation into the use of peer correction in teaching and learning at Hue University College of Foreign Languages In that process, it attempted to demonstrate teachers‟ and students‟ perceptions on the use of peer correction in teaching and learning in English classrooms, and including the current situation of implementation of peer correction Besides, the study tried to give some suggestions that are useful for students to improve peer correction in writing classes and be able to enhance their writing skill The data collection tools consisted of questionnaire and interview The data collected were run using the reliability analysis of SPSS Data analysis involved interpretative, qualitative and quantitative methods The participants for this study included 20 EFL teachers and 60 second- year EFL students at HUCFL and the data was collected mainly through questionnaires In addition, the interviews were carried out by 15 second-year EFL students who are currently studying at HUCFL in order to help confirm the results collected through tape-recording and note-taking The results from the study showed that teachers and students were aware of the importance of peer correction In addition, showing the current situation of implementation of peer correction will motivate teacher to find out the best teaching methods in order to help student enhance their study Based on the findings, suggestions were given toward teacher and learner so that applying peer correction in teaching and learning can be enhanced in order to improve one of the four important skills- writing skill CHAPTER INTRODUCTION 1.1 Background of the study Newly-required skills from learners make language teaching and learning shift its trend from traditional approach to communicative approach, especially from teacher-centered approach to a student-centered approach Meanwhile, the English proficiency of Vietnamese students even at the university level is often less than satisfactory Class size, time constraints and compulsory curricula at high schools might be the obstacles of enhancing students‟ writing skill in a studentcentered learning context Parallel to this, lacking of opportunities of receiving feedback from both teachers and peers may result in the limitation of student‟s writing development “Mastering the skill of L2 writing is a long and complex process, as it involves such a variety of difficulties and complexities that even experienced writers would find the work laborious” (Trimmer, 1995, p.35) Therefore, there is a necessity to develop students‟ writing in the context of communicative language learning It is widely recognized that second language writing instructions also evolved from the traditional product-oriented approach to the process writing approach over the last three decades To help students with this process, a commonly used strategy that allows for the intervention of others students as collaborators is peer correction Through peer correction, students have a precious opportunity to read their peers‟ writing, making some suggestions and give me new ideas Moreover, when I think that my topic is complete and my peer suggests some changes.” [ Student Interview S5] S11 also revealed the problems that she always felt stressful and unconfident “Because I am not confident in my ability I don’t like to be corrected and correct others’ writing I don’t have enough vocabulary and my grammar is not good I often make mistakes when correcting.” [Student Interview S11] Therefore, that is the reason why a lot of surveyed students chose "neutral" in the questionnaire All the participant‟s answers revealed that they really faced with big troubles when correcting and being corrected, which they cannot solve alone without instructor‟ helps It is the main point that I will mention in implication part at chapter 4.3.3 Suggestions to deal with the difficulties when using peer correction in learning writing The results above claimed that teachers and students were very interested in the use of peer correction The results from the interviews also confirm that all students realized that improvement of peer correction in writing classes is essential Generally, most of students cannot deny that learning writing will be enhanced and developed by implementing peer correction regularly Most of them expected to engage in peer correction regularly so that they can find out its benefits and how to use peer correction in order to improve their writing skill S12 expressed that: “Peer correction is useful and suitable technique that I want to regularly when learning writing It is not only because I have opportunities to get productive responses and suggestions from my friends in order to edit errors in my 55 own writing and avoiding repeating them but also because those activities let me read my peers' writing, I can learn a lot from this, and also in this activity I feel confident and relaxing Thus, I can comfortably improve my English fluency.” [Student Interview S12] Besides, they also expressed that teacher should teach them how to carry peer correction in the process of writing including receiving and giving feedback rightly According to S2‟s opinion: “Teacher should model for us how to correct our peers’ writing For example, teacher might show us a sample of correction from a previous semester and let us discuss and made suggestions for improving these written comments before asking us to correct our current peers’ work.” [Student Interview S2] S3 supported opinion above: “Teacher can also show us samples of written feedback or correction from previous semesters and ask us to discuss the strengths and weakness of that feedback and how we can improve it.” [Student Interview S3] In addition, disagreements often happen between two groups for they are not pleased with their peers‟ comments and correction, thinking that their peers are not intelligent, fair and reliable enough to correct their errors According to them, teacher needs to arrange and organize carefully and systematically The role of the teacher need to be cared for in any case because the correction of the teacher is the most important and exact one The teacher is in need of being a referee to decide who is right and who is wrong Students really faced with some troubles when engaging in peer correction, which they could not solve alone without instructor‟s helps In short, teacher 56 should help students aware of the benefits gained from peer correction by making it a regular activity and a part of language instruction Moreover, teacher should teach students how to carry out peer correction in the process of writing including receiving and giving feedback 4.4 Chapter summary Although there were still some minor differences, findings from the questionnaires and the interviews proved that English teachers and their students hold positive attitudes towards peer correction and its benefits and necessity in order to improve speaking skill The first discussion about the importance of developing peer correction for students has come to a consensus Secondly, it explored the current situation of implementing peer correction into teaching and learning writing skill is positive In this chapter, some difficulties of teachers and students were also analyzed clearly so that teacher knows how to draw out the new teaching method in order to instruct their students effectively Also it was revealed that teachers and their students can improve their teaching and learning writing skill through peer correction process 57 CHAPTER CONCLUSION, IMPLICATIONS, AND SUGGESTIONS FOR FURTHER RESEARCH 5.1 Introduction This chapter is organized into four sections The first section presents a brief summary of the study‟s findings Secondly, based on the findings, some implications for teachers and learners are given The third also discusses the limitations of the study and the last puts forward recommendations for further researches 5.2 Summary of the Key Findings This study was carried out to investigate into the use of peer correction into teaching and learning for second-year students at HUCFL in order to improve their writing skill The aims of this research were to find out teachers‟ and students‟ perception about the benefits and necessity of peer correction Also, revealing the difficulties that students often meet in implementing peer correction is very vital Hence, suggestions to help learners construct and adjust implementation of peer correction are quite essential results of this research The findings of the research were conducted with 20 English teachers and 60 second-year English students from HUCFL Questionnaires and interviews were the two sources of the survey For these reasons, the study has been carried out in order to help the thesis have a focus the following issues were investigated: What are teachers‟ and students‟ perceptions about the use of peer correction in teaching and learning writing? What is the current situation of the use peer correction in second-year writing classes at HUCFL? 58 What recommendations can be made to make the use of peer correction as an effective strategy in writing classes? With regard to the first research questions, the results from both qualitative data and quantitative data indicate that that a high percentage of students realized the necessity of peer correction in writing classes All participants were well aware peer correction as one the most useful activity for promoting teaching and learning writing More specifically, the majority of students and teachers openly acknowledged that by participating in peer correction, students had good chances of sharing knowledge and learning from others There were no students and teachers having negative answers for the necessity of developing peer correction With reference to the necessity and benefits of developing peer correction, a high percentage of teachers and students regarded peer correction as a vital tool in teaching and learning Also, a meaningful part of teachers and students admitted that these techniques were very important in increasing student in classroom Moreover, the findings indicate that when posing the questionnaires for teachers and students and interviews for students, both of them realized that this activity could help students to enhance their knowledge and motivate them writing The findings also illustrate teachers and students thought about peer correction techniques‟ advantages The data showed that teachers supposed that peer correction techniques were useful and able to help students have capacities of understanding the process of learning writing and improving students‟ writing skill These findings are in line with the findings of Rollinson (2004) who reported similar experiences for his students as they benefited from the peer response activity and they agreed on its importance and usefulness, and they all felt that they had improved as writers as a result of participating in the peer feedback activities, both as readers and writers Moreover, the results resemble the findings of Tsui and Ng (2000) whose students reported that peer feedback helped them to improve their writing skills and gave them more ideas Similar results was 59 obtained in study of Al-Jamal (2009) who found out that the process of peer feedback had a positive impact on the participants‟ attitudes in a way that contributed to improving their writing skill To answer the second research question, the results of this study showed almost all teachers and students agreed with the content and time of peer correction Regarding the content of peer correction, the research confirms that there was a high percentage proving teachers‟ and students positive perceptions into the content of peer correction Therefore, it was believed that teachers should try their best to apply peer correction better in their teaching because peer correction seems to be useful and easy for student to assess and improve their writing ability This proves that thanks to peer correction technique, teacher would have many advantages to instruct their student discovering the useful ways of consolidating and developing their knowledge easily The more they apply this technique in teaching, the more effective they are in obtaining their teaching results In terms of period of using peer correction, the results indicated that peer correction can get more benefits when teachers handle it in the pre-writing stage (80% teachers agreed) and while-writing stage (80% teachers agreed) Besides, on being asking about benefits from peer correction at any stage of the writing process, student gave their neutral ideas From the results, most of students were very satisfied and beneficial from peer correction at while and post stage (75% and 76.7%) They‟re also pleased with using peer correction at pre stage (61.6%) It showed that students had mixed perception on period of peer correction However, in conclusion, they thought positively the use of peer correction in enhancing writing at any stage of writing process in general Moreover, students had highly positive attitudes towards of peers‟ correction and their writing being corrected by peer for writing ability development In particular, they stated that the correcting peer benefited in several 60 aspects They could improve their general writing ability They could also learn from writing review of other students‟ work and receiving reviews This is in line with a number of studies that showed a relationship between group work and raising students‟ level of confidence and improving their writing (Tsui and Ng, 2000) However, some of students also wanted to have teacher correction after the peer correction The item 18 addressed the issue of whether students preferred peer feedback or teacher feedback In the current study, 41,7% the participants indicated that they undecided and only 36,7% of the participants indicated that they agreed, 3% showed their strong agreement (3%) This is in line with some studies that questioned the validity of peer‟s comments (Zhang, 1995, Nelson and Murphy, 1993, Rollinson , 2004 ; Tsui and Ng, 2000) This is, to some extent, in line with Zhang‟s (1995) who found that nearly 94% of the participants indicated preference for the teacher feedback over peer feedback It is also similar to the result in Tsui and Ng‟ study (2000), who found that most respondents favored teacher‟s comments than peer‟s comments and induced more revisions Rollinson (2004) reported that one of the four students in his study expressed a clear preference for peer rather than teacher feedback and the other students asked for substantive rather than surface level response Again, there is no contradiction here, students feel that they welcome peer feedback but it should move from surface comments to more semantic ones This attitude reflects the students‟ familiarity with having teachers and their belief in the teacher The students‟ answers to the interview questions in this study provided more insights into the reasons behind their preference to their teacher‟s feedback According to some students, teacher‟s feedback is much more valuable, and they feel more confident when reading the feedback of their experienced and knowledgeable instructor With respect to the final research question, the study also explored difficulties of teacher and their students faced in order to develop peer correction For the teacher, except the difficulties about lacking time to develop peer 61 correction and difference of students‟ levels, English language teachers at HUCFL sometimes met difficulties about students‟ attitude All of teachers had experiences for handling peer correction and controlling the whole class and didn‟t misconceptualize the term of peer correction Furthermore, they were familiar with the use of peer correction in teaching writing and didn‟t underestimate the effectiveness of peer correction From the results we can realize that difficulties which second-year EFL students at HUCFL They were not confident that they had enough ability to correction their friends‟ writing Moreover, they doubted the quality and accuracy of their peers‟ correction and comment Sometimes, when engaging in peer corrections there were some students who differed in some situations and didn‟t agree with their peer‟s correction Furthermore, some students‟ peers were careless and they argued with each other In terms of the final research question, this study showed the importance of making peer correction as a regular activity from both students and instructors It is recommended that teachers should go around and give help to each peer/group is another good way to increase benefits of peer correction Additionally, keeping group size small is a remarkable factor when implementing peer correction in teaching writing It should be noted that teacher should help student aware of the benefits gained from peer correction and teach them how to carry peer correction in the process of writing including receiving and giving feedback 5.3 Implications 5.3.1 Implications for teachers Developing peer correction practice for students in order to improve their writing skill really needs to be done in class Therefore, it is suggested that English teachers at HUCFL should work together to create useful teaching methods which are used for every class to better the teaching and learning process For practicing peer correction, the teacher has to create a safe environment in class where students‟ faces are saved It is necessary for teacher to 62 employ a number of strategies to encourage students to give feedback and correct their classmates‟ in writing classes Also, teacher should help students realize that correction from peers is valuable, reliable and useful The teachers should change their role from the being an instructor who spends the whole time teaching and grading students‟ work to manager and facilitor so that students have chances to correct and evaluate their peers‟ work Thus, teachers will spend less time teaching and giving feedback As a facilitator, instead they will promote the learning by giving students guidelines, instructions and any help during class time There should be some additional classes for weak students in each class, the teacher should make efforts to offer necessary input, and give valuable feedback to encourage them to overcome their problems and get good results in their study Also, implementing peer correction technique in the writing classroom can make large class management easier Generally, it is almost impossible for a teacher to manage a class consisting of 30 -50 students efficiently, especially grading writing assignments With this technique the teachers simply teach the students how to carry out peer correction and help them when they need help Students will learn how to become autonomous through the practice of peer correction 5.3.2 Implication for learners The data from interviews indicate that the students meet with a number of problems concerning their confidence and knowledge, their attitudes towards their peer‟s correction Students should access library resources and internet resources related to peer correction so that they can learn how to carry out peer correction effectively and find out usefulness and benefits of this activity 63 Lacking background knowledge is one of the factors which is related to learning writing Therefore, students should activate prior knowledge of the topic before writing, read various kinds of text to broaden their knowledge Students should practice peer correction more by themselves at school and at home Besides, they should try to enhance their knowledge to be confident in correcting others Positive attitudes towards learning activities by implementing peer corrections will increase students‟ motivation in learning, and ready to learn more of the language Thus, it is suggested students should relax and be confidence when engaging in peer correction to reduce their anxiety because anxiety has been found to affect peer correction activities 5.4 Contribution of the study Up to now, there have been a number of studies that focus on the use peer correction This study, therefore, is supposed to gain some insights into this area of few footprints with the hope to confirm the worth of implementing peer correction into teaching and learning writing skill, and most importantly, to take the initiative to study the strengths and usefulness of peer correction activity It is expected that the study can partly contribute to the further success of implementing peer correction at HUCFL 5.5 Limitations of the study First of all, the scale of the study was limited to 20 teachers and 60 major English students at HUCFL Therefore, it is not possible to generalize the findings of the study to teachers and students in other situations This has contributed its part to shortcomings of the study In addition, the results from the interview were generalized from responses of only 15 students whose opinions may not stand for the opinions of the whole the second-year English students at HUCFL Therefore, the findings of the study were restricted in some ways 64 Finally, some issues were not analyzed thoroughly and deeply enough due to the author‟s own constraints of knowledge and time Moreover, there might be some mistakes in this study because of technical problem In spite of the above limitations the author hopes to have the reader‟s sympathy and look forward to receiving any constructive comments on this study 5.6 Recommendations for future research Based on the limitations of this study as mentioned above, some suggestions for future research can be as follows: a It is suggested that peer correction be implemented to non-English major learners to determine their attitude towards this technique It is specially suggested it be introduced to elementary, secondary or high school The earlier the learners experience the learning process they have positive attitude towards, the better chance we have to enhance language learning development b The result pointed out students need 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