Effects of collaborative learning on writing skills and attitudes of intermediate non english major students at english zone center of hoa sen university

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY EFFECTS OF COLLABORATIVE LEARNING ON WRITING SKILLS AND ATTITUDES OF INTERMEDIATE NON-ENGLISH MAJOR STUDENTS AT ENGLISH ZONE CENTER OF HOA SEN UNIVERSITY Tai Lieu Chat Luong A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by NGUYEN THI THANH HUYEN Supervisor Dr BUI THI THUC QUYEN Ho Chi Minh City, August, 2016 STATEMENT OF AUTHORITY I certify that this thesis entitled “Effects of Collaborative Learning on Writing Skills and Attitudes of Intermediate Non-English Major Students at English Zone Center of Hoa Sen University” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material puplished elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh, August 2016 Nguyen Thi Thanh Huyen i RETENTION AND USE OF THE THESIS I hereby state that I, Nguyen Thi Thanh Huyen, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention of use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh City, 2016 Nguyen Thi Thanh Huyen ii ACKNOWLEDGEMENTS I would like to express my great appreciation and sincere feelings to all those who have assisted me to fulfill this master’s thesis My first deepest gratitude is reserved for my thesis supervisor, Dr Bui Thi Thuc Quyen who read my thesis with care and patience, gave me insightful comments, enthusiastic guidance and constructive suggestions I am also grateful to her for her constant encouragement and valuable orientation, especially in challenging moments during the preparation of the research I would not have finished this thesis without her valuable support both mentally and emotionally Besides my supervisor, I would like to take this opportunity to thank all my devoted lecturers who taught me a great deal and gave me the inspiration to pursue my profession while I was taking the courses at The Open University All of their goodness will be engraved on my memory forever I am also deeply indebted to my parents and my brother who have always supported me, encouraged me when I am down and inspired me throughout the process of completion of the study I am most grateful to all of my colleagues and staff members of English Zone Center of Hoa Sen University (EZC of HSU) for their helps, comments and encouragement during the time I carried out the research Last but not least, I offer my regards and blessings to all students who were willing to participate in my thesis Without their contribution, the thesis would not have been completed iii ABSTRACT Collaborative learning (CL) in writing is regarded as an effective method to contribute to the success of learners in writing A large number of previous studies investigated the use of collaborative learning in writing and showed that collaborative learning in writing had positive effects on learners’ performance However, most studies were still uncertain of which aspects of writing skills were improved significantly after applying collaborative learning Additionally, most of previous studies focused on investigating how collaborative learning in writing affected learners’ writing performance or their attitudes separately, while few studies investigated the effects of collaborative learning in writing on both learners’ writing skills and their attitudes Also, there is no reseach related to CL in writing carried out at English Zone Center of Hoa Sen University Therefore, this study is designed to fill these gaps In particular, this study aims to investigate the influence of collaborative learning on intermediate non-English major students’ writing skills and their attitudes towards using collaborative learning in teaching writing at EZC of HSU To fulfill the aims, the quasi-experimental study was carried out from early September to December of the academic year 2015-2016 at the head office of EZC of HSU with the enthusiastic participation of 46 students from two classes (class EGC 2- 2700 and class EGC 2- 1200) of intermediate level Class EGC 2- 2700 was chosen as the control group which included 14 males and females Meanwhile, class EGC 2-1200 was chosen as the experimental group which consisted of 16 males and females Data collection was from the pre-test, the post-test, the questionnaire, and the interview The findings of the study revealed that (1) the students in the experimental group had higher significant improvement in writing skills than those in the control group did in terms of organization, mechanics (grammar, punctuation, capitalization, and spelling), and sentence variation and transitions (2) Most of the students’ perceptions towards collaborative learning in writing were highly positive Especially, according to them, they highly evaluated its significant contribution to improve their writing performance, motivation, and critical thinking Based on the findings, some recommendations were given for the teachers who are interested in applying collaborative learning in writing class to improve students’ writing skills iv TABLE OF CONTENTS STATEMENT OF AUTHORITY i RETENTION AND USE OF THE THESIS .ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS v LIST OF TABLES ix LIST OF FIGURES AND CHARTS xi LIST OF ABBREVIATION xii CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Statement of the problem 1.3 Aims of the study 1.4 Research questions 1.5 Significance of the study 1.6 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Writing teaching and learning 2.1.1 Definition of writing 2.1.2 Reasons for teaching and learning writing 2.1.3 Aspects of writing skill 2.1.4 Approaches to teaching writing 11 2.1.5 Writing process 15 2.2 Collaborative learning 18 2.2.1 Definition of collaborative learning 18 2.2.2 Characteristics of collaborative learning 19 2.2.3 Benefits and drawbacks of collaborative learning 22 2.3 Teacher’s and learner’s roles in collaborative learning 28 2.3.1 Teacher’s roles 28 2.3.2 Learner’s roles 29 2.4 Collaborative learning in writing 30 2.5 Previous studies 31 2.6 Chapter summary 34 v CHAPTER 3: METHODOLOGY 35 3.1 Research design 35 3.2 Research site 36 3.3 Participants 37 3.4 Teaching material and time distribution for the implement of the material 40 3.4.1 Teaching material 40 3.4.2 Time distribution for the implement of the material 41 3.5 Lesson plans for experimental group and control group 42 3.5.1 Lesson plan for EG 42 3.5.2 Lesson plan for CG 45 3.6 Instruments 46 3.6.1 Tests 46 3.6.2 Questionnaire for experimental group 47 3.6.3 Interview 48 3.7 Procedures of the study 49 3.7.1 Pilot study 50 3.7.2 Training teacher 51 3.7.3 Training students of the experimental and control group before the treatment 52 3.7.4 Teaching procedure for the experimental and control group 54 3.7.5 Procedure for conducting the tests 56 3.7.6 Procedure for conducting the questionnaire 57 3.7.7 Procedure for conducting the interview 57 3.8 Assessing the writing paper tests 57 3.9 Data analysis 58 3.9.1 Analysis of student’s tests 58 3.9.2 Analysis of student questionnaire 59 3.9.3 Analysis of student interview 59 3.10 Reliability and validity 60 3.11 Ethical and legal consideration 61 3.12 Chapter summary 61 CHAPTER 4: DATA ANALYSIS AND INTERPRETATION 62 4.1 Data analysis and interpretation of tests’ scores (in response to research question 1) 62 4.1.1 Independent samples t-test on the pre-test of the control group (CG) and experimental group (EG) 62 vi 4.1.2 Pair samples t-test of control group in pre-test and post-test 64 4.1.3 Pair samples t-test of experimental group in pre-test and post-test 65 4.1.4 Checking assumption about normal distribution of the tests’ scores 67 4.2 Data analysis and interpretation of questionnaire (in response to research question 2) 70 4.2.1 Students’ attitudes towards the use of collaborative learning in writing class 70 4.2.2 Students’ suggestions about the use of collaborative learning in writing 80 4.3 Analysis of the interview (in response to research question 2) 81 4.4 Chapter Summary 84 CHAPTER 5: DISCUSSION OF FINDINGS 86 5.1 Discussion of findings on students’ writing skills (in response to research question 1) 86 5.2 Discussion of findings on students’ attitudes (in response to research question 2) 87 5.2.1 The students’ attitudes towards the positive statements 87 5.2.2 The students’ attitudes towards the negative statements 89 5.2.3 The students’ attitudes towards other statements 91 5.3 Chapter Summary 91 CHAPTER 6: CONCLUSION AND RECOMMENDATIONS 92 6.1 Main conclusions of the study 92 6.2 Implications 93 6.3 Limitations 96 6.4 Recommendations for further research 96 6.5 Chapter Summary 97 REFERENCES 98 APPENDICES APPENDIX 109 APPENDIX 110 APPENDIX 111 APPENDIX 113 APPENDIX 116 APPENDIX 119 APPENDIX 120 APPENDIX 122 APPENDIX 126 APPENDIX 10 132 vii APPENDIX 11 134 APPENDIX 12 135 APPENDIX 13 136 APPENDIX 14 137 APPENDIX 15 138 APPENDIX 16 139 APPENDIX 17 140 APPENDIX 18 141 APPENDIX 19 142 APPENDIX 20 143 APPENDIX 21 144 APPENDIX 22 148 APPENDIX 23 154 APPENDIX 24 160 viii LIST OF TABLES Page Table 3.1: Structure of the nonequivalent control group design with pretest and posttest .35 Table 3.2: Summary of the characteristics of the control group and experimental group… 39 Table 3.3: Structure of writing part In Supplementary Materials for Reading and Writing book 41 Table 3.4: Summary of lesson plan for experimental group 45 Table 3.5: Summary of the lesson plan for the control group 46 Table 3.6: Schedule for the main stages of the research 49 Table 3.7: The teaching schedule for the EG and CG 54 Table 4.1: Group statistics on pre-test of control group and experimental group 63 Table 4.2: Independent samples t-test on the pre-test of the control group and experimental group 63 Table 4.3: Paired samples statistics for control group in pre-test and post-test 64 Table 4.4: Results of paired samples test for control group in pre-test and post-test 64 Table 4.5: Paired samples statistics for experimental group in pre-test and post-test 65 Table 4.6: Paired samples test for experimental group in pre-test and post-test 65 Table 4.7: The results of writing performance for organization, content, sentence variation & transitions, vocabulary and mechanics (grammar, punctuation, capitalization, spelling) 66 Table 4.8: Test of normality in the pre-test’s scores of the control group and experimental group 68 Table 4.9: Test of normality in the post-test’s scores of the control group and experimental group 69 ix Peer feedback - Asking each group to exchange the draft (6 minutes) - Asking students to read and give feedback to one other other group’s draft based on a list of criteria in the peer- discussing with partners and give editing sheets feedback to other group’s draft Having time to students to make any necessary changes - Revising to improve their own draft based upon peer feedback basing on other group’s peer- Revising - (5 minutes) - Exchanging the draft with one group, their then reading, written work editing sheet for their group writing Editing (5 minutes) - Encouraging students to tidy up their writing - Focusing on editing mistakes on spelling, sentences, punctuation, etc Final version (7 minutes) grammar, - Asking students to write the final version - Writing the final version Post-Writing (7 minutes) Teacher’s - feedback (7 minutes) - Selecting some writing papers and showing them on the - Paying attention to teacher’s screen comments Giving remarkable comments about good points or 176 weakness of some typical writing papers Evaluation of - final version Asking students working in the same group at home to - Reading other group’s final take notes mistakes and give scores for other group’s version, final version based on criteria of the rubric mistakes and give scores based taking notes other on the rubric Self-evaluation of group and - Asking students to work individually to finish the group individual work self-reflection form participation observation checklist at home and 177 group-participation - Finishing the self-evaluation at home EZ WRITING 9: A SUMMARY PARAGRAPH Class: _ Date: 12th November, 2015 Duration: 60 minutes I Objective of the lesson: - Knowledge: By the end of the lesson, the students are able to write an summary paragraph of an article - Skill(s) :writing II Teaching method: The process approach III Teaching aids: - Textbook, chalk and board, handouts, sheets of paper, computer, projector, markers, etc IV Teaching procedure Stage/ Timing Teacher’s activities Content Pre-writing Before (20 minutes) brainstorming (2 minutes) - Introduce the lesson today is about how to write a summary paragraph - Introduce a topic for writing: “summarize a reading text “ living outside the box” in reading in textbook pages 10” 178 Student’s activities Listening to the teacher Brainstorming - (4 minutes) - Asking students to work in group to read the reading text - Working in groups to read the and discuss to quickly generate any ideas related to the reading text and discussing with topic the partners Giving some suggested questions to help students to discuss easily Ex: What is the reading text about? Who is the author of the reading text? What are the main ideas? What are supporting ideas? _ Encouraging students shares the ideas with their partners - without the fear of giving good, bad or even wrong ideas Giving ideas basing on the suggested questions given by teacher and then sharing with the partners - Going around the class to observe the students working - in groups and giving help or reminding if necessary Paying attention to group discussion and asking the teacher for help if necessary - Asking students to convert all the ideas they have in Clustering discussion into note form as mapping by linking ideas (7 minutes) with main topic using lines and circles to form a cluster of ideas as bellows - Trying to drawing a map and writing down the ideas as discussing in brainstorm in notes form based on teacher’s guidance 179 Idea Idea Idea1 Subtopic Idea Subtopic Idea Topic Idea Subtopic Idea Idea Idea - Planning (7 minutes) - Asking students to think of some WH-questions (What, - Thinking more questions to ask Where, etc…) in order to have more related ideas for the partners to add more ideas in the topic the mapping Select good ideas for a paragraph by crossing out any - Discussing with the partners to ideas that are not good and keep those which are better select the better ideas for writing for writing the paragraph the paragraph 180 - Asking students to number the items in the cluster and - Listening to teacher’s guidance then place them into outline form Then, writing the and write topic sentence and concluding sentence in outline form as bellows: Topic sentence: Sub-topic 1: _ Supporting idea 1: Sub-topic 2: _ Supporting idea 2: Sub-topic 3: _ Supporting idea 3: Concluding sentence: _ 2.While- Drafting Writing (10 minutes) (33 minutes) - Asking students to work in group to discuss and write - Discussing to write first draft first draft based on outlining - Encouraging students to focus on the content and meaning of the writing without paying much attention to the accuracy of the written work Peer feedback - Asking each group to exchange the draft (6 minutes) - Asking students to read and give feedback to one other 181 - Exchanging the draft with one other group, then reading, Revising - (5 minutes) group’s draft based on a list of criteria in the peer- discussing with partners and give editing sheets feedback to other group’s draft Having time to students to make any necessary changes - Revising to improve their own draft based upon peer feedback basing on other group’s peer- their written work editing sheet for their group writing - Editing (5 minutes) - Focusing on editing mistakes on Encouraging students to tidy up their writing spelling, grammar, sentences, punctuation, etc Final version (7 minutes) Post-Writing (7 minutes) - Writing the final version - Asking students to write the final version - Selecting some writing papers and showing them on the - Paying attention to teacher’s screen comments Teacher’s feedback (7 minutes) - Giving remarkable comments about good points or weakness of some typical writing papers Evaluation final version of - Asking students working in the same group at home to take notes mistakes and give scores for other group’s 182 - Reading other group’s final version, taking notes other final version based on criteria of the rubric mistakes and give scores based on the rubric Self-evaluation of group and - Asking students to work individually to finish the group individual work self-reflection form participation observation checklist at home and 183 group-participation - Finishing the self-evaluation at home EZ WRITING 10: A PARAGRAPH WITH REASONS AND EXAMPLES Class: _ Date: 1st December, 2015 Duration: 60 minutes I Objective of the lesson: - Knowledge: By the end of the lesson, the students are able to write a paragraph with reasons and examples - Skill(s) :writing II Teaching method: The process approach III Teaching aids: - Textbook, chalk and board, handouts, sheets of paper, computer, projector, markers, etc IV Teaching procedure Stage/ Timing Teacher’s activities Content Pre-writing Before (20 minutes) brainstorming (2 minutes) - Introduce the lesson today is about how to write a paragraph with reasons and examples - Introduce a topic for writing: “write a paragraph about why students at university should be involved in volunteer activities” 184 Student’s activities Listening to the teacher Brainstorming - (4 minutes) - Asking students to work in group to discuss to quickly - Working in groups and discussing generate any ideas related to the topic with the partners Giving some suggested questions to help students to discuss easily Ex: Have you ever involved in volunteer activities at university? What kind of volunteer activities students often involve in at university? Do you think students at university should be involved in volunteer activities? Why? _ Encouraging students to generate their ideas and shares - Generating ideas spontaneously basing on the suggested questions with their partners without the fear of giving good, bad or given by teacher and then sharing even wrong ideas with the partners - Going around the class to observe the students working - attention to group discussion and asking the teacher in groups and giving help or reminding if necessary for help if necessary Clustering (7 minutes) Paying - Asking students to convert all the ideas they have in discussion into note form as mapping by linking ideas - Trying to drawing a map and writing down the ideas as discussing in brainstorm in notes 185 with main topic using lines and circles to form a cluster form based on teacher’s guidance of ideas as bellows Ex Ex Ex1 Reason Ex Reason Ex2 Topic Ex3 Reason Ex1 Ex Ex - Asking students to think of some WH-questions (What, - Thinking more questions to ask Where, etc…) in order to generate more related ideas the partners to add more ideas in for the topic the mapping 186 Planning - (7 minutes) - Select good ideas for a paragraph by crossing out any - Discussing with the partners to ideas that are not good and keep those which are better select the better ideas for writing for writing the paragraph the paragraph Asking students to number the items in the cluster and - Listening to teacher’s guidance then place them into outline form Then, writing the and write topic sentence and concluding sentence in outline form as bellows: Topic sentence: Reason 1: _ Example: _ Reason 2: _ Example: _ Reason 3: _ Example: _ Concluding sentence: _ 2.While- Drafting Writing (10 minutes) (33 minutes) - Asking students to work in group to discuss and write first draft based on outlining - Encouraging students to focus on the content and meaning of the writing without paying much attention to the accuracy of the written work 187 Discussing to write first draft Peer feedback - Asking each group to exchange the draft (6 minutes) - Asking students to read and give feedback to one other other group’s draft based on a list of criteria in the peer- discussing with partners and give editing sheets feedback to other group’s draft Having time to students to make any necessary changes - Revising to improve their own draft based upon peer feedback basing on other group’s peer- Revising - (5 minutes) - Exchanging the draft with one group, their then reading, written work editing sheet for their group writing Editing (5 minutes) - Encouraging students to tidy up their writing - Focusing on editing mistakes on spelling, sentences, punctuation, etc Final version (7 minutes) grammar, - Asking students to write the final version - Writing the final version Post-Writing (7 minutes) Teacher’s - feedback (7 minutes) - Selecting some writing papers and showing them on the - Paying attention to teacher’s screen comments Giving remarkable comments about good points or 188 weakness of some typical writing papers Evaluation of - final version Asking students working in the same group at home to - Reading other group’s final take notes mistakes and give scores for other group’s version, final version based on criteria of the rubric mistakes and give scores based taking notes other on the rubric Self-evaluation of group and - Asking students to work individually to finish the group individual work self-reflection form participation observation checklist at home and 189 group-participation - Finishing the self-evaluation at home 190