An investigation into doing pairwork with peer feedback to develop english pronunciation skills

STATE BANK OF VIETNAM BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES o0o - SCIENTIFIC RESEARCH AN INVESTIGATION INTO DOING PAIRWORK WITH PEER FEEDBACK TO DEVELOP ENGLISH PRONUNCIATION SKILLS STUDENT: Truong Binh Minh – 22A7510081 Pham Thi Hien – 22A7510028 Pham Thuy Duong – 21A7510023 Nguyen Thi Giang – 21A7510027 Nguyen Huu Duy – 21A7510021 SUPERVISOR: Le Thi Hong Phuc (M.A) HANOI, May 2022 Tai ngay!!! Ban co the xoa dong chu nay!!! 17014125797791000000 STATE BANK OF VIETNAM BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES o0o - SCIENTIFIC RESEARCH AN INVESTIGATION INTO DOING PAIRWORK WITH PEER FEEDBACK TO DEVELOP ENGLISH PRONUNCIATION SKILLS STUDENT: Truong Binh Minh – 22A7510081 Pham Thi Hien – 22A7510028 Pham Thuy Duong – 21A7510023 Nguyen Thi Giang – 21A7510027 Nguyen Huu Duy – 21A7510021 SUPERVISOR: Le Thi Hong Phuc (M.A) HANOI, May 2022 An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation PREFACE We confirm that this research paper is our own work, is not copied from any other person's work (published or unpublished), and has not previously submitted for assessment either at Banking Academy or elsewhere Signatures of students Truong Binh Minh Pham Thi Hien Pham Thuy Duong Nguyen Thi Giang Nguyen Huu Duy An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation ACKNOWLEDGMENT In the process of doing this study, we have received a great deal of help, guidance, and encouragement from teachers and friends First of all, we would like to express our thanks from the bottom of our hearts to Ms Le Thi Hong Phuc who gave us suggestions on how to complete the study and always was willing to give us valuable advice and comments and correct our research paper Next, we want to give many thanks to all teachers in Banking Academy in general and the Faculty of Foreign Languages in particular for their lectures that help us very much in this research Last but not least, we would like to show our gratitude to our families and friends who always encouraged and supported us to finish our scientific paper An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation TABLE OF CONTENTS Error! Bookmark not defined PREFACE ABSTRACT Error! Bookmark not defined ACKNOWLEDGMENT LIST OF FIGURES LIST OF ABBREVIATION CHAPTER I INTRODUCTION I.1 Problem Statement and Rationale for the study I.2 Aims and objectives of the study I.3 Research questions I.4 Scope of the study I.5 Methods of the study I.6 Organization 10 CHAPTER II: LITERATURE REVIEW II.1 English speaking skills 10 II.2 English pronunciation skills 11 II.2.1 Overview of Pronunciation skills 11 II.2.2 Factors affecting the development of English pronunciation skills 11 13 II.3 Pairwork II.3.1 Definition of pairwork 13 II.3.2 Students' perceptions of doing pairwork to develop English pronunciation skills 13 II.3.3 The effectiveness of doing pairwork 14 III.3.4 Challenges in doing pairwork 15 16 II.4 Feedback and peer feedback II.4.1 Feedback 16 II.4.2 Peer feedback 19 24 CHAPTER III: METHODOLOGY III.1 Participants and participant selection method 24 III.2 Data collection method 24 III.3 Data collection procedure 25 III.4 Data analysis method 25 III.5 Data analysis procedure 25 CHAPTER IV: FINDINGS AND RECOMMENDATIONS 27 27 IV.1 Results IV.1.1 Students' perceptions of doing pairwork with peer feedback in learning English pronunciation skills 27 An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation IV.1.2 The effectiveness of pairwork and peer feedback in learning pronunciation IV.1.3 Challenges in doing pairwork with peer feedback in learning English pronunciation skills 33 39 42 IV.2 Discussion of the research findings IV.2.1 Students’ preferences in using pairwork and peer feedback 42 IV.2.2 The effectiveness of pairwork and peer feedback 43 IV.2.3 Students’ difficulties in using pairwork and peer feedback 44 IV.3 Recommendation 44 IV.3.1 To teachers 44 IV.3.2 To students 46 47 CHAPTER V: CONCLUSION V.1 Summary 47 V.2 Limitations of the study 47 V.3 Suggestions for further study 48 REFERENCES 49 APPENDICES Appendix 1 SURVEY QUESTIONNAIRES CÂU HỎI KHẢO SÁT 10 Appendix INTERVIEW QUESTIONS 10 CÂU HỎI PHỎNG VẤN 11 11 Appendix INTERVIEWEES’ RESPONSES 11 CÂU TRẢ LỜI PHỎNG VẤN 18 An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation ABSTRACT Past research has shown that both pairwork and peer feedback in studying have a big number of influences on students’ English skills in terms of writing, speaking, pronunciation, etc However, very few studies have been done on the topic of combining method pairwork and peer feedback in order to develop English skills and English pronunciation skills in particular Therefore, the main aim of this study is to investigate the impact of pairwork and peer feedback in improving English pronunciation skills among students of the Faculty of Foreign Languages in Banking Academy Our research employs mixed methods to collect data, including an online survey and semi-structured interviews An online survey was responded to by 124 students, and the interview was conducted among students Results indicated that this method mostly has a positive effect on students' pronunciation skills Students can improve different aspects of pronunciation such as intonation, accent, stress, linking sounds, ending sounds, etc Besides, they can find out their partners’ mistakes as well as correct their errors in pronunciation based on receiving feedback from their peers However, some students also have trouble working with or giving feedback to their partners The success of this research field will, hopefully, benefit the development of students' English pronunciation skills as well as other English oral skills An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation LIST OF FIGURES Title Page Figure Learners' preferences in using pairwork in learning English pronunciation skills 29 Figure Learners' preferences in giving feedback to their partner in pairwork activities to improve English pronunciation skills 30 Figure Learners' preferences in receiving feedback to their partners in pairwork activities to improve English pronunciation skills 31 Figure The importance of pairwork activities in learning English pronunciation skills 32 Figure The importance of giving and receiving peer feedback in pairwork activities to improve English pronunciation skills 33 Figure Learners’ wish to continue doing pairwork in learning English pronunciation skills 34 Figure Learners’ wish to continue giving feedback in pairwork activities to improve English pronunciation skills 34 Figure Learners’ wish to continue receiving feedback in pairwork activities to improve English pronunciation skills 35 Figure The improvement of various aspects of English pronunciation when using pairwork 36 Figure 10 The improvement of various aspects of English pronunciation when using peer feedback in pairwork activities 37 Figure 11 The influence of pairwork with peer feedback on increasing motivation in learning English pronunciation skills 38 Figure 12 The influence of pairwork with peer feedback on developing learner’s autonomy in learning English pronunciation skills 39 Figure 13 The influence of pairwork with peer feedback on developing confidence in oral skills 40 Figure 14 The types of feedback learners often get from their peer 40 An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation Figure 15 The effectiveness of peer feedback in learning English pronunciation skills 41 Figure 16 Learners' challenges in working in pairs 42 Figure 17 Learners' challenges in giving peer feedback 43 Figure 18 Learners' challenges in receiving peer feedback 44 An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation LIST OF ABBREVIATION ATC Faculty of foreign languages BA Banking Academy CALL Computer Assisted Language Learning CPRs Cued Pronunciation Readings ESL English as a Second Language TEFL Teaching English as a Foreign Language CF Corrective feedback SLA Second Language Acquisition L1 The first language L2 The foreign language CMC Computer‐mediated communication APP Appendix P Page S Student Q Question