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HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - PHAN PHUC NHAT LY HUFLIS ENGLISH-MAJORED SOPHOMORES' PERCEPTIONS AND DELIVERY OF PEER FEEDBACK IN ENGLISH SPEAKING CLASSES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages, Hue University THUA THIEN HUE, 2022 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES - PHAN PHUC NHAT LY HUFLIS ENGLISH- MAJORED SOPHOMORES' PERCEPTIONS AND DELIVERY OF PEER FEEDBACK IN ENGLISH SPEAKING CLASSES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 SUPERVISOR: DR PHAN QUYNH NHU THUA THIEN HUE, 2022 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - PHAN PHÚC NHẬT LY NHẬN THỨC VÀ THỰC HIỆN “PHẢN HỒI ĐỒNG ĐẲNG” TRONG LỚP HỌC KỸ NĂNG NÓI TIẾNG ANH LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS PHAN QUỲNH NHƯ THỪA THIÊN HUẾ, 2022 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted for a degree in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: ………………………… (Candidate’s full name) Date: ……/ ……/……… iv ABSTRACT Peer feedback in English speaking classes plays an important role in students’ learning process However, the perceptions and delivery of peer feedback has not been widely studied in the context of speaking classes of second year students at University of Foreign Languages and International Studies, Hue University This research was conducted to explore English-majored students' perceptions of peer feedback, use of peer feedback and possible difficulties the students face in English speaking classes In this study, a mixedmethod design was adopted as the research approach, in which questionnaire and interviews were utilised as two major data collection instruments One a voluntary basis, one hundred sophomore English-majored students at University of Foreign Languages and International Studies, Hue University were invited to answer the questionnaire via a google form and ten of them were invited for semi-structured interviews The study's findings revealed that most of the students were aware of the importance of peer feedback and its benefits in an English speaking class When it comes to the use of peer feedback, students reported using peer feedback of various types, including verbal, nonverbal, positive, and negative comments to both their ideas and their speaking performances Additionally, various challenges were reported upon implementing peer feedback in an English speaking class The highlighted challenges included the students' limited English proficiency, fear of expressing ideas, time constraints, inadequate guidance of peer feedback from the lecturer In accordance with the findings, recommendations were suggested to program developers, lecturers and students to promote and maximize the effectiveness of peer feedback in English speaking classes for English major students v ACKNOWLEDGEMENTS Foremost, I would like to express my sincere respect and gratitude to Doctor Phan Quynh Nhu, my supervisor for her continuous support and professional guidance, for her enthusiasm, immense knowledge as well as constant encouragement through each step of my research and writing of this thesis Without her guidance and persistent assistance, this dissertation would not be completed successfully I could not have imagined having a better advisor and mentor for my graduation thesis My sincere gratitude will be sent to 100 second year English majored students at HUFLIS who completed the questionnaires and participated in the interviews with enthusiasm and interest Moreover, I would like to show my thankfulness to my friends for their wholehearted help and encourage when I dealt with the data analysis and downloaded the precious reference materials Finally, I am indebted to my family for their encouragement and unconditional support throughout the period I conducted this research vi List of tables Table 2.1 Comparison of criteria used for good peer feedback 16 Table 2.2 Feedback forms and prompts 18 Table 3.1 Demographics of participants 29 Table 3.2 Reliability Statistics of questionnaire 34 Table 4.1 Descriptive statistics of four clusters 37 Table 4.2 Mean score of each item in students’ perceptions of peer feedback 38 Table 4.3 One- sample T test of students’ perceptions of peer feedback in an English speaking class 39 Chart 4.1 Students’ perceptions of peer feedback in an English speaking class 40 Table 4.4 One-Sample Test of students’ speaking activities and peer feedback 44 Table 4.5 English speaking activities students participated 44 Table 4.6 Speaking activities in which students give feedback to peers 45 Table 4.7 Speaking activities in which students receive feedback from peers 47 Table 4.8 One-Sample Test of peer feedback used of students in English speaking classes 50 Table 4.9 Peer feedback giving in English speaking classes 50 Table 4.10 Peer feedback received in English speaking classes 52 Table 4.11 One-Sample Test of students’ difficulties in giving and receiving peer feedback in English speaking classes 56 Table 4.12 Difficulties in giving peer feedback in English speaking classes 56 Table 4.13 Difficulties in receiving peer feedback in English speaking classes 57 vii List of abbreviations HUFLIS: Hue University of Foreign Languages and International Studies PEERFB: Peer feedback PEERFB- REPLY: Peer feedback with reply EFL: English as a foreign language viii TABLE OF CONTENTS Abstract Acknowledgements vi List of tables vii List of abbreviations viii Table of contents ix Chapter 1: Introduction 1.1 Rationale 1.2 Research objectives 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Structure of the study Chapter 2: Literature Review 2.1 Introduction 2.2 Key terms: speaking skill, feedback and peer feedback 2.2.1 Speaking skill 2.2.2 Feedback 2.2.3 Peer feedback 2.3 Types of feedback 2.3.1 Positive and negative feedback 2.3.2 Verbal and non-verbal feedback 11 2.3.3 Oral and written feedback 12 2.3.4 Peer feedback with and without reply 13 2.4 The use of peer feedback in a speaking class 14 2.4.1 The significance of using peer feedback in a speaking class 14 2.4.2 Guidelines to give effective peer feedback in a speaking class 16 2.4.2.1 Suggested peer feedback criteria and feedback forms 16 2.4.2.2 Stages in peer feedback activity 18 ix 2.4.3 Possible challenges in using peer feedback in a speaking class 20 2.5 Previous studies 21 Chapter 3: Methodology 27 3.1 Introduction 27 3.2 Research approach 27 3.3 Research site 27 3.4 Participants 28 3.5 Data collection 30 3.5.1 Data collection tools 30 3.5.1.1 Questionnaire 30 3.5.1.2 Interview 31 3.5.2 Data collection procedure 32 3.5.3 Data analysis 32 3.5.3.1 Quantitative data from questionnaire 32 3.5.3.2 Qualitative data from interview 33 3.6 Reliability and validity of research 33 3.7 Summary 35 Chapter 4: Findings and Discussion 36 4.1 Introduction 36 4.2 Findings 36 4.2.2 Students’ perceptions of peer feedback in English speaking classes 37 4.2.2.1 Findings from questionnaire 37 4.2.2.2 Findings from interview 41 4.2.3 Use of peer feedback in Speaking English classes 43 4.2.3.1 Findings from questionnaire 43 4.2.3.2 Findings from interviews 48 4.2.4 Peer feedback used in English speaking classes 50 4.2.4.1 Findings from questionnaire 50 4.2.4.2 Findings from interviews 54 x Journal DOI: 10.1111/modl.12795 Nicol, D J., & Macfarlane‐Dick, D (2006) Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice Studies in higher education, 31(2), 199-218 https://doi.org/10.1080/03075070600572090 Nilson, L B (2003) 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The effects of selfassessment on self-regulation, performance and self-efficacy Assessment in Education: Principles, Policy & Practice, 21(2), 133-148 DOI: 10.1080/0969594X.2013.877872 Patri, M (2002) The influence of peer feedback on self- and peer-assessment of oral skills Language Testing, 1, 109-131 Perone, J S., & Tucker, L (2003) An exploration of triangulation of methodologies: Quantitative and qualitative methodology fusion in an investigation of perceptions of transit safety (No NCTR-416-08.1,) Philippakos, Z A (2017) Giving feedback: Preparing students for peer review and self‐ evaluation The Reading Teacher, 71(1), 13-22 DOI:10.1002/trtr.1568 Prins, F J., Sluijsmans, D., & Kirschner, P A (2006) Feedback for general practitioners in training: Quality, styles, and preferences Advances in Health Sciences Education, 11(3), 289-303 DOI: 10.1007/s10459-005-3250-z Putra, E (2020) The Importance of Learning English Erlangga Putra Sepuluh Nopember 77 Institute of Technology (ITS), Surabaya, Indonesia Article, November, Rahmat, R B (2013) Peer feedback: A case study of assessment for learning in a Singaporean classroom GSE Journal of Education, 64-87 Ramaprasad, A (1983) On the definition of feedback Behavioral science, 28(1), 4-13 DOI:10.1002/bs.3830280103 Rao, P S (2019) The importance of speaking skills in English classrooms Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18 Richards, J C., & Schmidt, R W (2013) Longman dictionary of language teaching and applied linguistics Routledge Richards, J C., Richards, J C R., & Lockhart, C (1994) Reflective teaching in second language classrooms Cambridge University Press Robson (2010 ) Real world research, third edition the John Wiley and Son Ltd Sadler, D R (1998) Formative assessment: Revisiting the territory Assessment in education: principles, policy & practice, 5(1), 77-84 Saito, H (2008) EFL classroom peer assessment: Training effects on rat- ing and commenting Language Testing, 25, 553-581 Sekaran, U (2000) Research methods for business: A skill building approach New York, USA: John Wiley & Sons Shehadeh, A (2011) Effects and student perceptions of collaborative writing in L2 Journal of Second Language Writing, 20, 286-305 DOI:10.1016/j.jslw.2011.05.010 Sluijsmans, D M., Brand-Gruwel, S., & van Merriënboer, J J (2002) Peer assessment training in teacher education: Effects on performance and perceptions Assessment & Evaluation in Higher Education, 27(5), 443-454 https://doi.org/10.1080/0260293022000009311 Soanes, C., & Hawker, S (2009) The oxford dictionary of current English Oxford: Oxford 78 University Press Spear, K (1988) Sharing writing: Peer response groups in English classes Boynton Cook Publisher Topping, K (1998) Peer assessment between students in colleges and universities Review of educational Research, 68(3), 249-276 Topping, K (2003) Self and peer assessment in school and university: Reliability, validity and utility In Optimising new modes of assessment: In search of qualities and standards (pp 55-87) Springer, Dordrecht Topping, K (2009) Peer feedback Theory into practice, 48, 20-27 DOI: https://doi.org/10.1080/00405840802577569 Tunstall, P & Gipps, C (1996) Teacher feedback to young children in formative assessment: A typology British Educational Research Journal, 22(4), 389-404 DOI: https://doi.org/10.1080/0141192960220402 Van den Berg, I., Admiraal, W., & Pilot, A (2006) Peer assessment in university teaching: evaluating seven course designs Assessment & Evaluation in Higher Education, 31(1), 19-36 Van Steendam, E., Rijlaarsdam, G., Sercu, L., & Van den Bergh, H (2010) The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL Learning and Instruction, 20(4), 316-327 DOI: 10.1016/j.learninstruc.2009.08.009 Van-Dijik, D., & Kluger, A N (2000, April) Positive (negative) feedback: Encouragement or discouragement? 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September 2001 from http://www/huji.ac.il/unew/main.html Wu, J G., & Miller, L (2020) Raising native cultural awareness through WeChat: a case study with Chinese EFL students Computer Assisted Language Learning, 34(4), 79 552-582 DOI: https://doi.org/10.1080/09588221.2019.1629962 Yamashiro, A D., & Johnson, J (1997) Public speaking in EFL: Elements for course design The Language Teacher, 21(4), 13-17 Zainurrahman, Z (2021) The structure of peer feedback LANGUA: Journal of Linguistics, Literature, and Language Education, 4(1), 14-34 Zheng, Y (2008) Anxiety and second/foreign language learning revisited Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en education, 1(1) 80 Appendix QUESTIONNAIRE (For students) This questionnaire aims to collect data regarding your own beliefs and experience in peer feedback in speaking classes All of the information gathered in this questionnaire will be used only for the purpose of my thesis " HUFLIS English- majored sophomores' perceptions and delivery of peer feedback in English speaking classes" Your personal details and the information you provided will be kept confidential in any forms Thank you very much for your help Part I: Background information Please provide the following information about yourself and your English learning background Your name (optional): …………………………… Your gender: …………… Year in your BA program: …………………………… Speaking courses previously studied: Speaking Speaking Speaking Speaking Speaking Speaking Speaking Speaking courses currently studied: Speaking Speaking Speaking 81 Part II STUDENTS’ PERCEPTIONS OF PEER FEEDBACK IN AN ENGLISH SPEAKING CLASS Please circle the number that most closely reflects your idea 3= Neutral 4= Agree Neutral Agree Strongly agree Statements 5= Strongly agree Disagree Strongly disagree 1= Strongly disagree 2= Disagree 5 5 5 A In an English speaking class, I understand that Feedback is any kind of information that students receive about their performance Feedback can come from different sources: the teacher, peers, myself Feedback is an effective means of improving students' performance Feedback can be in the forms of praise, rewards, compliments, or encouragement Feedback can be in the forms of criticism or suggestions Peer feedback is feedback given by one student to another Peer feedback can be in the verbal forms, including comments and/or suggestions on peers' ideas 82 Peer feedback can be in the verbal forms, 5 5 5 5 including comments and/or suggestions on peers' language performance Peer feedback can be in the verbal forms, including comments and/or suggestions on peers' body language, eye contact, turn-taking 10 Peer feedback can be in the non-verbal forms such as headnods, applauses, or stars 11 Peer feedback can be in the forms of appraisals, including votes, grades, reviews 12 Both verbal and nonverbal feedback should be used in peer feedback 13 Peers’ verbal feedback is more effective than peers’ non-verbal feedback B In an English speaking class, I believe 14 Peer feedback helps students to be less dependent on the teacher 15 Peer feedback helps students to enrich their vocabulary knowledge 16 Peer feedback helps students to improve their pronunciation 83 17 Peer feedback can help students to learn 5 5 from their peers' mistakes 18 Peer feedback can help students to be more active in learning process 19 Peer feedback increases collaboration and interaction among students 20 Peer feedback gives students more opportunities to practice speaking English 21 Peer feedback creates an interesting classroom atmosphere Part III SPEAKING ACTIVITIES AND PEER FEEDBACK Please circle the number that most closely reflects your idea 3= Sometimes 4= Often Always 22 Debating 23 Role play 24 Story telling 25 Presentation 5 Never Often Statements 5= Always Sometimes 2= Seldom Seldom 1= Never A In English speaking classes, I participate in the following activities: 26 Picture describing 84 27 Podcast/ Video-based activities 28 Self- recording 29 Interview 30 Survey 31 Discussion in pairs 32 Discussion in groups B I give my feedback on my peers' performance in following activities 33 Debating 34 Role play 35 Story telling 36 Presentation 37 Picture describing 38 Podcast/ Video-based activities 39 Self- recording 40 Interview 41 Survey 42 Discussion in pairs 43 Discussion in groups 44 before performing speaking activities 45 while performing speaking activities 46 after completing speaking activities In an English speaking class, I give my comments or suggestions 85 C I receive feedback from my peers on my speaking performance in the following actitivities: 47 Debating 48 Role play 49 Story telling 50 Presentation 51 Picture describing 52 Podcast/ Video-based activities 53 Self- recording 54 Interview 55 Survey 56 Discussion in pairs 57 Discussion in groups 58 before the speaking activities 59 while the speaking activities 60 after the speaking activities In an English speaking class, I receive my peers' comments Part IV: PEER FEEDBACK USED IN ENGLISH SPEAKING CLASSES Please circle the number that most closely reflects your idea agree Strongly Agree disagree Statements 5= Strongly agree Neutral 4= Agree Disagree 3= Neutral Strongly 1= Strongly disagree 2= Disagree A Upon giving feedback to my peers in an English speaking class, 61 I am willing to share my ideas with my peers 62 I am encouraged by my lecturer to give feedback to my peers 86 5 63 I am carefully guided by my lecturer 5 5 5 70 I focus on my peer's ideas in speaking 71 I focus on my peer's use of grammar or 72 I focus on my peer's lexical use 73 I focus on my peer's pronunciation and 5 on how and what to give feedback 64 I refer to the scoring rubric provided by the teacher 65 I focus on what my peers are good at in their speaking performance 66 I focus on what my peers need to improve in their speaking performance 67 I focus on BOTH what my peers need to improve in their speaking performance 68 I use verbal positive phrases like “good, good job, excellent, very nice, that’s correct, that’s right, you almost have it, give it a try, etc.” 69 I use nonverbal feedback such as nodding, giving signals for keeping speaking, applause, smiling, etc for peers structures intonation 74 I focus on my peer's non-verbal clues such as body language, eye contact, facial expressions 87 B In an English speaking class, my peers give me 75 His /her feedback on my ideas 76 His /her feedback on my use of 77 His /her feedback on my lexical use 78 His /her feedback on my pronunciation 5 5 5 5 grammar or structures and intonation 79 His /her feedback on my non-verbal clues such as body language, eye contact, facial expressions 80 His /her comments or suggestions, not a mark for assessment 81 His / her feedback on my language performance, which I find helpful 82 His / her feedback on my ideas, which I find helpful 83 His / her feedback on my non-verbal performance, which I find helpful 84 Positive feedback, which I find encouraging 85 Negative feedback, which I find discouraging 86 More positive feedback than negative feedback, which I woud prefer 88 Part V DIFFICULTIES IN GIVING AND RECEIVING PEER FEEDBACK IN ENGLISH SPEAKING CLASSES Please circle the number that most closely reflects your idea Strongly agree Agree Items 5= Strongly agree Neutral 4= Agree Disagree 3= Neutral Strongly disagree 1= Strongly disagree 2= Disagree A I find it challenging to deliver peer feedback in an English speaking class because 87 I am not familar with giving feedback 5 5 5 on my peers 88 I don't like giving feedback on my peers 89 I am not clearly guided by my lecturer on how and what to give feedback 90 I not know what aspects of my peers' speaking performance should be commented 91 I not have enough time to give my feedback to my peers 92 I am lack of confidence in giving peer feedback because of my low English proficiency 93 I am afraid to hurt / disencourage my peers when giving negative feedback 89 94 I am seldom allowed / encouraged to give feedback on my peers' speaking performance B Upon receiving peer feedback in an English speaking class, 95 I don't find my peers' comments clear 5 5 enough 96 I don't find my peers' comments objective enough 97 I don’t believe my peers will give truthful comments 98 I don't understand the comments given by my peers whose English proficiency is lower than mine 99 I don't understand the comments given by my peers whose English proficiency is higher than mine 90 Appendix QUESTIONS FOR INTERVIEWS What you think about peer feedback in an speaking class? What you think about the benefits of peer feedback in an English speaking class? What activities in an speaking class you often participate in? How you give/ receive peer feedback in an English speaking class? In what ways? Have you ever met any problems for giving/ receiving peer feedback? If yes, what are they? 91
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