[LUẬN VĂN THẠC SĨ] The effects of moodle-peer feedback on students’ writing performance

INTRODUCTION

Background of the study

Technology plays an important part in the era of industrial 4.0, and Moodle-peer feedback is being seen as a useful instrument for teaching and researching writing skills Writing is seen as an important and necessary productive language skill, according to Hussin et al (2015), particularly English is a second and foreign language (ESL/EFL) In fact, according to Ting (2003), for learners of English as a second language, English as a foreign language, and even native speakers, writing is seen as a knotty skill of linguistic issue Furthermore, writing is not only a complicated and perplexing duty, but it is also the most difficult talent to acquire of all the linguistic abilities Providing students with a diversity of writing perspectives and a large amount of written work is one effective strategy to improve writing skills Teachers cannot expect learners' writing to produce the desired effects unless they can pique their interest, excitement, enthusiasm, and determination to write more (Adas & Bakir, 2013)

English is also considered incredibly important in Vietnam For many years, Vietnam has been globalizing and integrating by joining and being a member of numerous international organizations; therefore, English has become a vital tool for Vietnamese people to interact with the rest of the world and to learn more from foreign resources Recognizing the importance of English, the Vietnamese government is focusing on English instruction for Vietnamese nationals who will live and work in a global workplace As a result, English is a required subject in the Vietnamese national educational system, and it is included in college and university curricula in order to develop generations with exceptional English skills and meet the country's human resource needs Formal English instruction for students in grades 3 through 12 is

2 designed to assist students in forming and developing communicative competence through the development of listening, speaking, reading, writing, and language skills (phonics, vocabulary, grammar) The government, particularly the Ministry of Training and Education, considers English to be a mandatory subject and a mandatory graduation exam at all levels in Vietnam's scholastic system, and it is included in college and university curricula to prepare future generations for the era of development, open to the door of globalization with excellent English skills, in order to meet the actual demand for manpower In Vietnamese teaching context, despite the fact that Moodle has only recently made its way into university language instruction, there is a tremendous desire for research-based information to advise language teachers of best practices (Vu, Nguyen & Due, Vo & Luong, Nguyen & Lien, Nguyen, 2022)

For the purpose of assisting undergraduates update and intensify their professional understanding in the educational process through books, newspapers, and specialized documents in foreign languages; fit students out with understanding and skills to be able to communicate in foreign languages in an international working and communication environment; and help graduates obtain one of the valuable international language certificates at Ba Ria-Vung Tau University (BVU) Teachers provide students with a variety of opportunities to improve these four abilities, as well as their vocabulary and grammar They get regular English instruction for three semesters, totaling 30 credits (about 338 hours)

However, based on the researcher's own practical experience teaching English to non-English major students at BVU for over 5 years, the researcher has discovered that BVU non-English majors find it difficult to brush up on their English writing skills Furthermore, the study discovered that most students lacked the capacity or skills to write paragraphs despite learning English for 9 periods, or around 7.5 hours per week at the institution, based on analysis and observation from the most recent final exams Furthermore, BVU teachers have faced a variety of challenges, including

3 students' general lack of enthusiasm, as well as opportunity and time to write in the target language as much as possible in class on a regular basis It is further exacerbated by students' familiarity with passive learning, their significant difficulty with vocabulary to express their thoughts and opinions, the strong influence of Vietnamese grammatical structures, and their habit of not making an outline before writing, according to Ly, T T M., Nguyen, T T H., Phan, T M U., Dinh, T T H., & Huynh,

T V (2021) As a result, one of the decisive concerns faced by ESL educators in the Vietnamese environment is expanding students' vocabulary and grammar, as well as understanding in writing

As can be observed, after obtaining their grades, students are solely interested on how many points they received rather than the problems that the teacher has highlighted and addressed Worst of all, if students' mistakes are highlighted in red ink, their interest in learning may be diminished, and they may become frustrated (Harmer, 2007:120) A lot of research has been conducted on the helpfulness of online peer feedback in writing schools For example, according to Pham & Nguyen (2020), some students could see right through their peers' flaws and, of course, avoid making the same mistakes in their own paragraphs while checking out their partners' writings Furthermore, reading their peers' writings may broaden their vocabulary, improve their grammatical understanding, and improve their ideas

As a result, Moodle-peer feedback is growing in popularity among practitioners Nonetheless, no studies involving Moodle-peer feedback have been conducted at Ba Ria-Vung Tau University Moreover, in an effort to find effective ways for BVU non- English majors to learn and improve their writing ability in the process of learning English, especially in light of the Covid-19 epidemic, this study "The effects of

Moodle-peer feedback on students' writing performance" examines and increases student interest and varies writing class activities at Ba Ria-Vung Tau University now and in the future As a consequence of the outcomes of this quasi-experimental

4 research, certain changes and additions in teaching writing might be included in the researcher 's lessons, and some appropriate teaching activities required to be designed in order that the researcher could boost the efficiency of the writing lessons In a learning and educational setting, it's important to get feedback from peers, Moodle can help both teachers and students.

Purposes of the study

Moodle-peer feedback might be considered a useful educational communication technique Students' writing and critical thinking abilities should be enhanced L'hadi Bouzidi, & Jaillet, A (2009) also contributed significantly to computerized peer review Online peer evaluation was recommended as a way to share teachers' excessive workload in grading exam papers and responding in a timely manner in large courses, lowering instructors' workload and enhancing learning quality

Teachers who are overworked are more likely to put off giving criticism (Lavolette, Polio, & Kahng, 2015) More research has been done on the effects of electronic peer review, such as boosting learners' writing ability, motivation, and the quality of their written work (e.g., Pham, V P H., & Usaha, S., 2016; Tolosa, C., East, M., & Villers, H., 2013; Xing, S., 2014) Users can use online apps and tools at any time and from any location, with no time, space, or location constraints It gets tedious and inactive when teachers employ traditional teaching approaches As a teacher, the researcher wishes to show that Moodle has the potential to be a novel and engaging means of teaching writing at

Ba Ria-Vung Tau University, and that it can assist students in becoming better writers

The purpose of this study is to see how Moodle peer feedback influences students' writing abilities If Moodle-peer feedback can assist students improve their writing skills, Ba Ria-Vung Tau University should employ it to teach writing to a larger group of students The researcher is also interested on how students feel about using Moodle peer feedback

The ensuing questions serve as a guide for the investigation:

1 To what extent does the application of Moodle-peer feedback affect the students’ writing performance?

2 What are the students’ attitudes towards Moodle-peer feedback in English writing skills?

Significance and scope of the study

The following is a list of the study's relevance in this quasi-experimental study

At BVU, an investigation on the impact of Moodle-peer feedback on non-English majors' literacy competence is required

To begin with, English is currently prioritized in the Vietnamese educational system, and Moodle-based peer correction is strongly believed that it plays an significant part in EFL learners' writing performance and accomplishments As a result, investigating elements that influence students' writing presentation necessitates improving their English writing skills

Second, because many Vietnamese schools have ignored Moodle, non-English majors may become passive and bored with traditional writing approaches, despite their enthusiasm for technology These findings help non-English major students improve their ability to write English paragraphs and inspire them to be engaged in their English writing abilities during the experimental procedure The researcher hoped to gain a deeper understanding of Moodle-based comments on influencing EFL learners so that they could build appropriate English resources, identify the best teaching techniques, and increase EFL learners through various appealing activities and policies As a result, it appears that non-English majors will be able to strive to improve their writing ability as much as possible after graduation, and will feel more

6 confident in writing English paragraphs every day, at school, and in an international working environment

Last but not least, little has been written regarding the influence of Moodle-peer feedback on perceivers' writing abilities in the Vietnamese setting in terms of theoretical contributions These non-professional students are aware of moodle, a new approach for learning to write, and are excited to use it, implying that their writing will improve The outcomes of this study could help researchers gain a better knowledge of the common characteristics that affect this group of university students, as well as how these factors affect EFL learners' writing skills in terms of Vietnamese culture As a result, this strategy clearly works, and it is critical to conduct this research

The researcher conducted a study with two non-English major classes from Ba Ria-Vung Tau University in a semester, including 5 weeks, 3 lessons each week, and 150-minute sessions, combined with blended learning method, to gain insight into the impact of peer response on Moodle on learners' writing performance Because of limited time, it only focused on examining the effectiveness of using Moodle-peer feedback in enhancing students’ writing ability and the attitudes of the students towards using Moodle-peer feedback in learning writing skills.

The research was focusing on key features affecting non-English major learners’ writing ability to learn English at BVU A survey at the university where the researcher has been working for was implemented so as to discover the effectivesness of e-peer response A questionnaire was delivered to those students and an interview with them was held so that the researcher could understand their attitudes with the lessons and the reasons why they expressed their interests in different ways

Thesis outline

This study primarily concentrated on the effectiveness of moodle-peer feedback on students’ writing performance The research received much approval from the Dean of Faculty of Foreign Languages and Social Sciences over and above the students who participated in the study

There are five chapters in this thesis:

Chapter 1 provides an overview of the study with the background, the research purposes, the research questions, the significance, the scope and the thesis outline Chapter 2 analyzes the literature review related to the study including the definitions of writing, Moodle, peer feedback and covers a profound review of previous theories and research papers relevant to the current research In this chapter, the researcher also points out the conceptual framework guiding the whole study Chapter 3 draws the research design with the description of the participants, the research instruments, data collection procedure and data analysis procedures

Chapter 4 shows the results of the pretests, postests, questionnaire, interview and ends with the summary of findings by discussing the research findings on the basis of comparison with the literature review and relevant theories

Chapter 5 presents the conclusion of the entire thesis, gives recommendations to help enhance Moodle-peer feedback on writing ability for non-English majors, limitations of the study, suggestions for future research relating to applying technology to teach English writing skills and implications for further research

LITERATURE REVIEW

Writing teaching theories

Language leaners find it necessary and difficult to learn writing According to Byrne (1991), users of language need a process of application graphic ideograms which can be a character, a letter or letters are combined together and we deal with the characters in our heads and translate them into written language for our writing skill in the process of writing Giles, H., & Byrne, J L (1982) also revealed that we wrote not only one sentence but also many unrelated sentences We have written a series of sentences that are linked together tightly and in certain ways In fact, writing can be more complex when linguistic features exist Writing skills are specifics abilities in the simple sense is the act of placing letters, symbols, numbers, words, ideas and thoughts into written words on paper according to the rules and structure of the language Some separate linguists gave different definitions of writing Writing is an indispensable part of a large-scale activity where we concentrate on something else such as speaking activity, or language practice ( Harmer, 2007:33 )

Moreover, writing is an activity we discover the procedures to control our thought through language acquisition, think up and put their ideas together Olive, Favart & Beauvais (2009) investigated students' perceptive attempts during writing and discovered that the intrapersonal endeavor was linked to genres They discovered that when authoring particular types of writings, such as persuasive and narrative texts,

9 students' amount of effort required to write in a cognitive manner has either decreased or increased It was the writer's first notion, and he had never considered it before When authors go through the process of writing, Zamel (1983) claims that they bring ideas to light and put them together As a result, writing circumstances should be offered to the writer in which actual communication language should be used Moreover, Boals (2012) pointed out that writing is a procedure of making meaning and a series of activities related to producing written work such as ordering, producing, and exploiting thoughts in sentences in the following series of activities: planning, shaping, rereading the text, modifying, and careful examination (Gould, DiYanni & Smith, 1990) Based on the above explanation, it can be summarized that writing is a procedure of innovating ideas, being able to express thoughts and feelings easily and clearly, or demonstrating this quality, and arranging and catching their eyes into paragraphs that are used as successful means of comminication with other people indirectly, and students make an effort to convey message through language in writing

In summary, the value of writing has long been recognized as a crucial talent in the education and schooling of English as a Second Language (ESL) students since it is an all-encompassing skill that aids in the development of vocabulary, grammar, thinking, planning, editing, revising, and other aspects To construct a piece of writing, a series of terms and grammar units with grammatical and logical connections are used to get satisfactory outcomes

According to Chomsky (1965), the term performance means “the production of actual utterances” and it involves “doing something with the language” Denzin, N K (2003) argued that performance is “a way of knowing” Sharadgah (2013) stated that writing performance is interpreted as the ability to bring out effective writing work and puts thoughts and ideas together into written words Furthermore, according to

10 Mohammed, M (2010), writing production is, the producing of a opinions of the learners on a particular form of a written paper with apparent arrangement of ideas, sufficient and appropriate fulfilment taking into consideration the audience and illustrating proper procedures Briefly, writing performance is understood as a means to create a real and actual piece of writing, and a way learners to handle their writing products using the English language.

Moodle

In the 21st century, century of globalization, century of technology 4.0, learners’ ways of learning English has dramatically changed Moodle is an abbreviation for

"multipurpose online learning environment." for Martin Doujamas' Dynamic Learning Environment with Modular-Object-Orientation, which he designed in 1999 According to Jose (2016), it is a Learning Management System that is commonly utilized in academic institutions to make it easier for students to connect with one another on asynchronous discussion boards Moodle is a free online A virtual learning environment (VLE) is a learning management system (LMS) It is suitable for people of all ages and backgrounds Moodle can be used in any setting where education takes place It is often used on the internet, but it can also be utilized on your company's 'intranet.'

Crisp (2011) cited that Moodle-peer feedback was one of the most advantageous devices to apply electronic assessment effectively The term “Moodle” derived from the acronym of Modular Object-Oriented Dynamic Learning Environment It is called a Virtual Learning Environment (VLE), a Course Management System (CMS), where teachers and learners communicate in an electronic learning circumstances It is also known as a Learning Content Management System (LCMS), which supports educators to invent and conduct by themselve to make personal or individual online course

11 specifically, interchange official papers, interfere immediately within the course, give scores, supply homework, evaluate, and look into their learners’ advancement over time Martin Dougiamas, a former WebCT administrator at Australia's Curtin University of Technology who has graduated degrees in Computer Science and Education, created this website that applies GNU General Public License (GPL) licensed open source It is transcribed in PHP PHP goes on plenty of platforms (Windows, Linux, Unix, Mac OS X, etc.) PHP is consistent practically every server in operation today (Apache, IIS, etc.)

With 68 million users worldwide, Moodle has brought the most broadly applied learning management system (LMS) used for many different large and small companies Moodle is the greatest LMS all over the world because it offers a user- friendly, configurable, and feature-rich user interface, support, above all it is provided by Moodle for free

Schoolmaters establish equipped online course using Moodle as a software with a variety of actively interactive opportunities Eveyone can use Moodle for learning as long as there is internet Users can access wherever and whenever they want with flexibility and user-friendliness (Al-Ajlan, Zedan & Wu., 2008) In fact, based on one quite recent researches (Lien, 2015) and (Creixell & Ganter, 2016), Moodle is one of the most widely used content management systems and most employed social media network around the world Up to date, Moodle has been applied widespread for distance-learning courses at many instructional academies, for instance, according to https://stats.moodle.org/, (accessed on 15 Feruary 2022), 242 countries worldwide and estimated total figure of subscriber more than 309 million, 687 million forum posts, and 40 million courses

In brief, it is simple for everyone to work, learn and communicate in groups on the account of the convenience of moodle In learning environment, various aspects of

12 education such as activities, assignments, groupwork, instructional materials, multimedia resources, electronic distribution, communication and interaction between teacher-student or teacher-student Additionally, learners’ tests and assessments are readily available and accessible Thus, it has been easy to improve this process dramatically by virtue of a variety of tools and techniques (https://moodle.org/ (accessed on 20 December 2021)) with the permission of the originator of the content, Moodle Pty Ltd

It is said that Moodle has a beautiful flexible user interface An administrator is a person who has the power to change pre-designed elements on the page, for example, delete, modify, add, transfer or dislocate while student users are only allowed in order to select the ‘blocks’ on both sides by switching on or switching off In fact, the block layout on both sides of the page can be made or changed to suit the needs of the user by the administrators The computing executive can activate and create new functions by picking the module from the 'blocks’ scroll-down menu and then propel it to the acceptable position

Figure 2 1 A main course page with “view”

Moodle, according to Wu, W S., & Hua, C (2008), works on operating systems such as Unix, Linux, FreeBSD, Windows, Mac OS X, NetWare, and any other network that contributes to the PHP computer scripting language, and is used by a variety of site owners and providers In Moodle 1.6, MySQL and PostgreSQL were the only viable options, and they were introduced in November 2006 as a single database, whereas other databases such as Oracle, IBM DB2, and Microsoft SQL Server can now be used just as simply thanks to Moodle 1.7's database abstraction Moodle (1.8.4), the most recent version, was launched in January 2008 and includes a number of improvements that make it more flexible and stable

According to http://www.tesl-ej.org/wordpress/issues/volume8/ej30/ej30m2/ (accessed on 20 Feruary 2022), A typical Moodle course looks somewhat like Figure 1

14 below Administrators can decide the layout of blocks on either side, consisting of special functions Besides, Moodle is dynamically set out in a module-based fashion.

The importance of peer feedback in writing instruction

Liu and Hansen (2002) gave the definition of ‘feedback’ as follows In the writing process, trained teacher, tutor, or editor are usually in charge of giving comments and editing leaners’ drafts Assisting learners like that is considered as a source of information and communication with each other And in their next study in

2005, the researchers pointed out that peer response was not only about grammar and writing style but when giving right feedback, peer response could produce plentiful of information source for cubic contents and rhetorical issues, strengthen intercultural communication and help students connect with each other Moreover, Seliger (1983)

15 argued that learner's writing process should be received more than just the teacher's feedback Instrutors are not the only ones giving feedback to students, students can make a reply to their friends, which is called peer feedback and is also called “peer review, peer response and peer evaluation” (Liu & Hansen, 2005) According to Bartels (2004), students give feedback to their friends, their fellow and it is seen as a practice in language education Furthermore, in the feedback process, students also have the opportunity to engage in eye-to-eye constructive debate, which keeps students accountable for participating in assigned tasks and leads to deeper understanding (Johnson & Johnson, 1987)

Phelps & Damon (1989) talked through the benefits of peer feedback that encouraging students to collectively solve problems based on intrinsic rather than extrinsic competence in peer learning seems to be most likely to produce the most effective pedagogical conversations Besides, the researchers pointed out that the advantage of peer feedback related to the perceptive benefit is to help learners think on their own rather than receiving feedback from educators Therefore, they realize that educators are not the only ones who can give comment, they can be supplied with as much peer feedback as they are expected Students have the chance to discuss feedback, asking for an explanation right away because peer feedback is provided immediately (Bartels, 2003)

To sum up, this section has indicated that peer feedback has a variety of benefits Many researches have managed to prove the influence of peer feedback on L2 learners’ way of learning This view facilitates the current study’s researcher to build up the conceptual framework.

2.3.2 The role of peer feedback in teaching writing

For first language (L1) and second language (L2) learners (Bruffee, 1984; Elbow, 1973; George, 1984; Jacko, 1978; Raimes, 1983; Whitbeck, 1976; Jacobs, 1989

16 claimed that partner reaction on student writing has been officially supported Indeed, peer feedback is becoming increasingly popular for the reasons listed below Firstly, the growing popularity of using a process approach to teach writing in many ways has made peer feedback more relevant because it places greater highlight in reviewing Secondly, generating opinions, shaping those opinions into a paragraph, and then correcting provides more points at which feedback can be come up with

Mentors ask mentees exchange sketch and make commentary on each other’s drafts Many opportunities for peer-to-peer learning are provided in the writing class for peer-review form Peer feedback widens mentees’ collaboration by giving them the additional roles of readers as well as mentors while they are still writers Additionally, peer feedback can help develop creativity, critical thinking, cognitive betterment, intellectual improvement and social relationships (Damon & Phelps, 1989) Peer feedback has some community’s advantages Students have a new perspective on revision after giving feedback Students whose writing is being reviewed by the teacher, perceive their teachers as language critics, critique their writing However, students whose paragraphs are commented on by peers, think their friends are readers, which means learning to work with friends for their own purposes (Nystrand & Brandt, 1989) The most basic benefit of peer feedback is referred to change students' roles in the classroom The student's responsibility in a teacher-specific approach to writing is limited to developing writing that the teacher will read and evaluate individually

However, there are still some disadvantages of using peer feedback in writing teaching One of the main issue of peer feedback its quality Students complain at their peers’ insufficiency of comprehension of the target language in certain definite content areas As a result, the peers who read their paper often offer unhelpful, unspecific and even incorrect feedback Another problem with peer written feedback is that students think their peers are not qualified enough to evaluate their paper (Rollinson, 2005)

In short, based on the above arguments, the investigator realized that the benefits of peer feedback outweigh its limitations However, after applying peer feedback to teaching writing skills, teachers spend more time pointing out the mistakes students often encounter while writing.

Blended Learning

Blended learning was referred to as "Integrated e-learning" by Jochems, Merrienvoer, and Koper (2004), who had a broader understanding of the word They characterized it as the requirement for a variety of relevant measures at the levels of pedagogy, organization, and technique in order to successfully use e-learning alongside traditional approaches Despite this, it still suggests that e-learning is a pedagogical integration into traditional learning methods rather than a complete redesign of learning The three most common meanings are mentioned by Graham, Allen, and Ure (2003) To begin, blended learning is an educational delivery strategy It mixes in- person and online instruction, and Space, time, integrity, and humanity are the four mix-and-matching primary dimensions (Bleed, 2001; Graham, 2006; Sharma, 2010) Blended learning mixes online learning aspects into a course while simultaneously emphasizing the importance of face-to-face interactions and other traditional methods of student assistance (Macdonald, 2006; Rudestam & Schoenholtz, 2010; Watson, 2008) According to the description, blended learning blends lessons from two traditionally opposing educational approaches

There are two types of learning systems: face-to-face and non-traditional (Akkoyunlu & Soylu, 2008; Bleed, 2001; Harding, Kaczynski, & Wook, 2005; Graham, 2006; Moonen & Colis, 2001) The final definition is given by Stracke (2007) Stracke thought the term "blended learning" was appropriate because it

18 effectively represents the educational environment as well as the study's placement in a larger research context

In their study, Moonen & Colis (2001) defined blended learning as the result of mixing learning can be done both online and in person Learning takes place both in and out of the classroom There are a number of components for online learning that can be employed in blended learning Self-paced Web-based courses, electronic performance support tools, and real-time virtual or collaboration software (EPSS) integrated with occupation-task settings, and systems for knowledge management, for example, all facilitate this style of learning New learning technologies include podcasting, e-portfolios, social networking tools (such as blogs and wikis), and personal and mobile technology (Kukulska-Hulme, 2012; Lee & McLoughlin, 2011).

Previous studies on using moodle-peer feedback in writing lesson

Several research have looked into the usage of electronic in writing courses in today's omnipresent internet era of writing training The majority of these research show that using the internet has a favorable impact on students' writing outcomes Furthermore, through e-peer review, students' confidence might be increased and their critical thinking skills could be developed

Nagatomo (2006), a Japanese researcher, conducted an action research study twenty-two English majors in his own one-semester writing class utilizing Moodle to motivate them to write successfully The participants were twenty-two second-year English Department students at a Japanese national women's university, English or American Literature, English Linguistics, or English Education are all possible majors The study's findings demonstrated that regular involvement in homepages for online writing to peer discussion, self-study, and improvement of writing performance had a good impact on learners

Wu (2008) looked at the usage of Moodle in an EFL college writing course at Taiwan's Chung Hua University, with the same goals as many other researchers Moodle is a useful and beneficial tool for teaching and studying English, according to him Moodle can assist English writing teachers in organizing their classroom materials, honing their communication skills, and evaluating their interactions with students

A study on blended learning was undertaken by Adas and Baki (2013), which was used to increase learners' writing abilities in a novel method The EG had blended learning, while the CG had traditional face-to-face instruction The study enlisted the participation of 60 students, who were split into two groups Thirty people took part in the blended learning and individualized assistance training

Assignments and interactions for students were created using the Moodle-peer feedback The essential writing components such as paragraph sequence, cohesiveness, punctuation, grammar, spelling, and capitalization were included in the pretest and posttest on writing skills EG's achievement was substantially higher than CG's, according to the findings The EG participants performed better than the CG participants They admitted that employing technology to link the directions and graphics in the course lessons with real-world activities was their preferred method They improved their writing skills dramatically The topic phrase, spelling and grammar, punctuation and capitalization, and the formation of logical paragraphs all improved as expected The findings demonstrated that blended learning can help students strengthen their writing skills

The impact of electronic peer feedback on the writing abilities of EFL students in Turkey was looked into by Ciftci and Kocoglu (2012) They divided the participants into two groups: one receiving online peer input and the other receiving face-to-face peer feedback in class Despite the fact that both groups improved their writing skills,

In terms of writing, the experimental group beat the control group

20 Miyazoe & Anderson (2012) linked blogs, wikis, and forums together in an EFL blended course in writing lessons The conclusion divulged that students preferred wikis to the other two online learning platforms In addition, Moradi (2012) investigated the impact of online peer feedback on Iranian students' academic writing skills According to the findings, the two groups are scrupulously momentous different

Xia, Fielder & Siragusa (2013) researched about the way to advance peer interaction via online discussion forums The results showed that students who are more active and gain higher marks than others

Two years later, Razak & Saeed (2015) did research via a Facebook group about peer revision of writing The results shows that students feel unstressed using such a friendly platform and they made many changes in grammar form and revealed the findings that using Facebook in teaching writing with online peer feedback have more positive impacts than conventional method

In a study conducted by Kurihara (2016), students were organized into two groups: a control group receiving only teacher feedback and an experimental group receiving peer review with teacher feedback The findings pointed out that students’ writing performance of the two groups improved thanks to effective peer review

Ghouali & Cecilia (2021) studied the impacts of a technology-based evaluation in enhancing Algerian students’ writing skills The result showed that e-assessment plays a role in supporting instruction for traditional assessment

In Vietnam, there were few studies about electronic peer feedback (via Facebook, blog and portfolio) in writing performance Most of these studies showed that students’ writing performance can be enhanced However, owing to lack of lexical and grammatical knowledge, some students make strange comments that confuse their peers

Despite the fact that learning on the Moodle-peer feedback is quite favored in a lot of nations, due to the lack of facilities in institutional organization in Vietnam, there

21 has not been enough research done on this type of learning or widespread deployment One called Lien was interested in the subject

Lien (2015) also carried out an action research study with 41 second-year English majors at Hue University of Foreign Languages over the course of one semester to see how a blended writing course based on Moodle improved and what variables in the blended course contributed to the students' enhanced writing performance The respondents were 38 women and 3 men with a B2 level of English ability according to the Common European Framework of Reference Before and after attending, the respondents took a pretest and a posttest the experimental course, which was constructed using a Moodle-based blended technique, and they also presented and completed questionnaires The results demonstrate that there was a significant disparateness between the pretest and posttest mean scores (Pretest Means=6.3, Posttest Means=7.5, Sig=0.000), and the Moodle-based blended course's activities and contents were the key variables leading to the participants' writing improvement

Pham (2020) demonstrates a blog are an effective tool for writing quality via peer response The result shows that students can keep away from repeating their peers’ mistakes, improve new lexical source and concept when reading and commenting their friends’ paper and they learned how to comment logically

Pham (2021) conducts the study to explore Facebook-based peer comments on EFL students’ writing revisions The researcher asked learners to post their writing, then were in regular communication by Facebook Group The findings reveal that students have positive attitudes toward using Facebook Group for scholastic aims and optimistic results on students' writing outcome

Despite the prior research' results, they also revealed some considerable gaps

To begin with, while there have been several studies on blended learning and and online peer feeback in general, blended learning with Moodle in particular, blended learning with Moodle-peer feedback has not been thoroughly explored and has only

Summary

In conclusion, while some studies found that Moodle-peer feedback did not work well for some students, the majority of studies found that Moodle-peer feedback improved students’ writing performance by assisting students in recognizing the positive aspects of their writing and learning from mistakes pointed out by peers Peer feedback also improves students' motivation, confidence, and social connections in the classroom There haven't been any research done at BVU on the usefulness of employing Moodle-peer feedback in writing classes As a result, the purpose of this study is to investigate the effects of Moodle-peer feedback at BVU

Figure 2 3 Conceptual framework: The effects of Moodle-peer feedback on students’ writing performance

METHODOLOGY

Research method

The first research about peer feedback have been conducted with quantitative methodology for few decades In this present study, quantitative method was applied to be able to ask the large number of participants about e-peer assessment to learn English writing

The current study, on the other hand, looks into the effects of Moodle-peer feedback on non-English majors' fulfilment of paper at BVU In an effort to describe each participant’s impact in a more detailed way, qualitative method was added to this research design (Ciftci & Kocoglu, 2012)

The researcher of the present could have chances to acknowledge deeply about the influences of Moodle-based peer assessment on the ability of students to write It was argued that the mixed methodology (Creswell, 2009) combining quantitative with qualitative approach will give a better understanding to the issue which is being studied about As a result, the research’s findings are completely clearer with clear insights and perspectives

The study used mixed methods to answer two subsequent research questions:

1 To what extent does the application of Moodle-peer feedback affect the students’ writing performance?

2 What are the students’ attitudes towards Moodle-peer feedback in English writing skills?

In the present study, in order to figure out the answer for question 1, the researcher would use the quantitative methodology which would be beneficial with quantitative data The deductive statistics such as correlations have made it easier for researchers to draw conclusions about different factors affecting students' writing performance when applying Moodle-peer feedback to non-English majors at BVU

However, for study question 2, the researcher wanted to see how students felt about using Moodle-peer feedback to improve their writing skills When participants are given the opportunity to communicate and share their opinions and thoughts, it is thought that a more thorough depiction would emerge As a result, qualitative data was gathered and analyzed Overall, data gathering and analysis are carried out using both quantitative and qualitative methods to generate final conclusions

The researcher decided to choose Ba Ria-Vung Tau University as the place to conduct the study owing to the following two rationales The first one is that the researcher has been working there for more than 5 years It is obviously convenient for the researcher to cary out the study since she is familiar with the place as well as students, colleagues and staff Secondly, this institution has been training a large number of university-level students for many years, including English majors and non-English majors Therefore, it could be considered reliable and relevant In addition, the researcher also wants to partly made a major contribution to the improvementt of learners' writing skills through the use of an online platform called Moodle, specifically Moodle-peer feedback and propose a rather new method at school to encourage as well as inspire students to write

26 The current research was implemented with the pilot and three main stages, containing pre-test, post-test, questionnaire, and interview The outline of the research design was briefly described below The detailed explanation about procedure, participants and instruments of each stage would be discussed later in this chapter Moreover, the present study was conducted with pilot and two main phases, including questionnaires and interviews An overview of the study design is briefly described below A detailed explanation of the procedures, participants, and tools of each stage is discussed later in this chapter

Gathering data by using plenty of sources of data to acknowledge the range of occurrence when applying online peer feedback in teaching students paragraph writing Then, the inquirer have to choose the appropriate data for the research problem and methodize the data in a coherent way to classify tendency and subjects The next stage is explaining data to explore and recognize considerable themes The investigator may use a variety types of data from concourse data, independent data to sub-population data Eventually, the consequence are assessed by evaluating the effectiveness of the interposition to resolve whether enhancement has been made Additionally, the researcher must decide if the data clearly supply the reinforcing documentation when improvement is made and what alterations can be made to the steps to have more success

The quasi-experimental research was conducted during the period of 5 weeks The first stage of this research is to deliver the pre-questionnaires to the students The post-questionnaires were managed to the learners after the use of Moodle-peer feedback in their writing classes in order to identify the changes in their viewpoint towards e-peer feedback method after its application in writing classes Another stage is to rate, and value the students’ writing performance In the first week of the research, the researcher used one class period training the respondents what peer feedback is and how they can use peer feedback as well as explanation of Moodle-peer feedback The

27 teacher also introduced useful correction codes and expressions that the students could use to review their peers’ writings

In the next weeks of the research, the respondents were administered to different topics for writing at home on paper (participants in the control group) and on Moodle- peer feedback (participants in the experimental group) The researcher asked one colleague for help to mark all the writings based the scoring rubric mentioned in Afterwards, the first drafts were delivered to another student in class for peer feedback and comments.

Research design

The current research was implemented with a quasi-experimental methodology, that Walliman, (2001); Thomas, (2003); Charles & Mertler (2004); and Hult, (2006) pointed out that the most significant characteristic of the experiment was cause and effect

The current study had a pre-test, post-test, questionnaire and interview in the quasi-experimental study The researcher divided the respondents into 2 teams: a control group and an experimental group All are Vietnamese BVU non-English majors and their English proficiency is at pre-intermediate level They were pre-tested before doing the investigation to guarantee that their paragraphs were identical Then, the experimental group was directed by applying peer feedback via Moodle-peer feedback in students’ writing performance The investigation continued in time for five weeks during the third term of the school year 2020-2021 Then, the experimental group and the control group were post-tested The t-test was used to calculate the differences between the pre- and post-test mean scores

Both the control and experimental groups had several similar elements during the trial, such as the curriculum, course book, facilities, and teaching methods in in-person classes The experimental group had a distinct advantage over the control group used

28 Moodle for their writing activities whereas the control group used paper After the coursework of test, the two groups were given a posttest that was just as difficult as the pretest Students' attitudes of Moodle-peer feedback were investigated using a questionnaire and an interview

Before the focus group gathered to share ideas about the questions, these interviewees were provided guided questions to think about Then they were encouraged to honestly share their opinions on each question so that the research could have the most accurate and reliable results and conclusions The discussion was conducted in Vietnamese The qualitative data collected from the discussion would be translated into English and analyzed by comparing the words and expressions In the end, the researcher was able to give a detailed answer for research question 1 and 2.

Participants

The coverage of this study is carried out in the following aspects of 60 students of six different non-English majors at BVU including Financial Accounting; Hotel,

Restaurant and Tourism Management; Electricity – Electronics, Human Resource Management; Logistics; as well as Oriental Studies They consisted of second-year students went in for the third semester and are of use to the subjects of the study

30 respondents were set apart to the experimental group at random, while the other 30 were attributed to the control group The researcher will deal with Moodle- peer feedback for the second-year students at BVU However, within the structure of this thesis, this study does not refer to other types of feedback such as oral feedback, but only focuses on written feedback However, the experimental group would do their homework via BVU’s Moodle-peer feedback while the other one would finish their assignments at home

In terms of the number of students, sex, age, and years of English learning experience, Table 3.1 describes the characteristics of the participants in both groups

Table 3 1 Prior to therapy, collected participants’ general information

The number of participants in both groups was the same, as shown in Table 3.1 above Each group has 30 students because the overall number of participants is 60 The control group had 10 males (33.34%) and 20 females (66.67%), while the experimental group had 12 males (40%) and 18 females (66.67%)

Both groups' participants were quite young in terms of age, with all (100%) of them being under the age of 19 In truth, the process of learning to write may be influenced by one's age However, because the ages of the two groups were the same in this study, it is safe to assume that it had no effect on the outcomes

In terms of gender, Shelley, P B (2006) found that gender differences have a small impact on students' writing abilities As a result, while the proportion of males and females across the two groups differed, it was just a little change that had no

30 impact on the study outcomes All of the participants began learning English in sixth grade, when they were twelve years old, meaning that they had been exposed to the language for seven and a half years As a result, it's plausible to believe that each team's English competence did not differ considerably or was almost identical

In terms of all four factors: number, age, gender, and prior experience learning English or English competency, the experimental and control groups were substantially identical.

The Experimental Group

The same curriculum and teaching methods were employed for the pair of parties The experimental group’s participants had to finish the online exercise (homework) designed on Moodle-peer feedback using Moodle-peer feedback via the forum and chat box The control group members were offered exercises so that they could finish at home

Figure 3 1 Chat box used in the course

31 Students' writings would be posted on BVU forum – Moodle-peer feedback via the website https://elearning.bvu.edu.vn/login/index.php on their own

Figure 3 2 BVU’s Moodle-peer feedback’s homepage

The topics for writing will be posted in the forum where the teacher manages the tasks and gives students’ scores to motivate the leaners

Figure 3 3 Topic in Moodle forum

Research instruments

In this current research, the research employed mainly three instruments to collect the most significant data, including two tests – pretest and posttest, the questionnaire, and the interview, to obtain necessary information to figure out answers for the two research questions It is noted that all questions were designed on the basis of the conceptual framework which was markedly explained in Chapter 2 of literature review The effects of the treatment in later stage of the research would be found out based on the compared results All the questions and options in this instrument were translated into Vietnamese.

The questionnaire was the second instrument used to delve into the participants’ attitudes of Moodle-peer feedback on accomplishment of writing The interview was the final stage which was tailored to get extensive and absolute opinions of the treatment from participants Each student will be provided a sample paper of questionnaire The questionnaire was made on the basis of relevant literature, theories and conclusions from previous studies about English writing skill After completing the

33 question list and review carefully, the researcher will make 60 copies of this questionnaire and hand them over the surveyor Finally, the researcher collected information and data to conduct the analysis Furthermore, the participants were mostly EFL learners who could not use English fluently and accurately as in their mother tongue Hence, translating instruments was essential At the beginning, the process of translating questions used in surveys and interviews should be done carefully and thoroughly

Duffy (2006) said that it is very complicated and time-consuming to translate an instrument because the translations must meet the requirements of semantic and structural correlation so that the respondents can easily understand the research worker's message and objective for each question There are two stages of translation, including (1) translating the questions and criteria from English into Vietnamese for participants to answer or share their opinions orally as well as for the researcher to have some notes when observe the class, and (2) translating the students’ responses and researcher’s notes from the class observations from Vietnamese into English to tie in with the current research and facilitate the researcher in completing the remaining chapters

To assure the quality of the translation, after completing the translation process, the researcher asked two English teachers who have got high scores in the IELTS exam as well as obtained a Master's degree in Applied Linguistics Moreover, they have been English teachers at the school for more than 10 years The researcher believes they have enough experience and qualifications to make corrections to her translated documents, which allows the researcher to revise the wording and get the most accurate version of the questionnaire as well as the problems for the interview

3.5.1 The Pre- and Post-test

In this study, in order to collect data on writing ability, the researcher used tests The pre- and post-test designs were used to draw comparison with groups of participants and calculate what alterations happened as a consequence of the treatments Each test consists of two written tasks that are similar in trouble The participants could pick out topics they are more common with, which can put a stop to distractions from topics The tests are divided equivalently to indicate that one as well as the other have an equivalent opportunity of scoring well

Swan, M., Walter, C., and O'Sullivan, D provided tests to confirm the content's validity and dependability (1993) The researcher chose this source and redesigned it to be the best test and posttest, ensuring that each test's subjects and tasks were carefully chosen and checked to ensure that two tasks in each test were at the same level Without regard to the task's difficulty, it will be compelling and trustworthy to gauge The participants were wasked to draft a 120-150 word paragraph related to the content of the first the and last lesson

Write a paragraph of your dream life about 120-150 words

Write a paragraph of about 120-150 words

Describe a holiday or vacation you have been on

• What you did and explain how you felt about it

A rigorous grading rubric adapted from Hyland (2004) was utilized to ensure the accuracy of the written product evaluation The articles are graded on a 10-point scale based on the subsequent criteria: paragraph form, content, paragraph organization or coherence, sentence construction, and vocabulary, according to the rubric Form and content, in particular, accounted approximately 2.5 points in total 4.5 points were awarded for organization and cohesion Grammar and sentences are worth 2.5 points, structure and vocabulary are worth 0.5 point, and mechanics are worth 0.5 point (see Appendix A)

In terms of questionnaire, in spite of collecting questionaires in the traditional way as it took a lot of energy, it is convenient for researchers to get the participants complete the questionnaire online, which simplifies the data collection process as they easily access the summary of all the online responses online instead of wasting time collecting the questionnaire papers that have been distributed Dornyei (2003)

According to Hannan & Anderson (2007), questionnaire can be a efficacious form of gathering facts and supplying improvable data to be quantified and after that data are analyzed based on written responses and boxes are counted Actualy, it is a forceful research instrument that supports investigators cumulate data comfortably, conveniently and effectively A large quantity of data can be gathered quickly and ends almost immediately

Here are the reasons why the researcher used questionnaires as a data collection instrument First, questionnaires help researchers obtain large amounts of information from many subjects The questionnaire then provided the researchers with the opportunity to find answers to the questions they wanted to know Furthermore, questionnaires are definitely one of the most objective methods of data collecting because students are free to express their own thoughts without fear of being judged or

36 punished, and they are not required to give his name when completing the questionnaire

The questionnaire instrument was applied so as to provide a solution for the research question 1 The questionnaire consisted of 2 main parts The participants’ English learning background was asked in part I In order to explore the students’ major, learning results and learning status in a general way, the researcher designed 5 questions for this part The effects of Moodle-peer feedback in students’ writing performance of non-English major at BVU are included in part II with 28 key questions There are five options (1, 2, 3, 4, and 5) regarding to 5-point scale (5 strongly agree, 4 = agree, 3 = neutral, 2 = disagree, 1 = strongly disagree) for each statement (see Appendix A)

The third instrument which was appertained to this current research was interviewing In spite of the fact that the questionnaire is beneficial when gathering enormous volumes of information from a large indefinite amount of participants, the researcher wished to gain insight into Moodle-peer feedback in students’ writing paper Therefore, the interview needs to be used, so that the researcher can build an in-depth look at the factors that affect non-English majors at BVU’s attitude In this instrument, a total of 10 questions were designed for students in the interview related to the Moodle-peer feedback learning (see Appendix B) The qualitative data gathered from participants would give the researcher a green light to figure out more reliable answers for research questions 1 and 2

Interviews, according to Thomas (2003), are an extremely successful alternate or complementary teaching approach and tool that students appreciate The researcher posed questions to the participants during the interviews, which they replied verbally

In other words, the researcher schedules a time to meet and speak with each interviewee The purpose of the interview was to gain a greater comprehension of the effectiveness of the Moodle-peer feedback and the current situation in the Moodle-peer feedback writing course The interview questions in the study matched the questionnaire to help students understand what they were thinking as they completed it

Main stages of Data Collection

Table 3 3 The syllabus and main stages of data collection

1 Asking the Dean for permission to conduct the experiment

2 Guiding the two groups how to conduct the experiment

3 Educating the experimental group on how to use Moodle peer feedback

+ Getting to know each other + T has Ss informed about assessment policy, class regulations, and online assignments (T has Ss sign in the web for online assignments)

The researcher collected the Pre-test of the Experimental group and the Control group

- The participants of the control group write a paragraph of their dream life on paper

- The participants of the experimental group post a paragraph of their dream life on

Moodle-peer feedback https://elearning.bvu.edu.vn/

Lesson 1: What’s your life dream?

+ Reading: Act 1 → 3, p 36 + Grammar: FOR and SINCE (Act 4-5, p 37) + Pronunciation: Act 6-7 (p 37) T highlights the difference between the sound /ɪ/ and /i:/

+ Speaking & Writing: A PERSON’S LIFE (Act 9-10, p

+ Writing: YOUR DREAM LIFE (Act 8, p 37)

Unit 4: HOW WE LIVE (cnt.)

Lesson 2: Have you ever written a blog?

+ Discussion: Act 1 (p 34) + Vocabulary: TECHNOLOGY (Act 2 & 3, p 34) + Reading: Act 4 → 6 (p 35)

+ Grammar: PRESENT PERFECT (Act 7 → 9, p 35) + Listening: Act 11 → 14 (p 35)

- The Experimental Group (EG) and the Control Group (CG)' Pre-tests were gathered by the researcher

- The draft paragraph, two peer comments, two responding comments, and the updated paragraph were all submitted by the students

- Students received teacher comments from the researcher

+ Discussion: Act 1 (p 38) + Vocabulary: HOUSEHOLD TASKS (Act 2 → 4, p 38) + Listening 1: Act 6 → 9 (p 38-39)

+ Grammar: ALREADY, YET, JUST (Act 10-11, p 39) + Listening 2: Act 12-13, p 39

Lesson 4: Vocabulary Plus & Language in Action

RELATIONSHIPS (Act 3 → 5, p 40) + FOCUS ON: “go” (p 40) T may ask students to create one or two short conversations using at least four of the words or phrases

• Language in Action: Opening and closing a conversation

+ Discussion: Act.1-2, p 41 + Listening: Act 3 → 10 (p 41) + Speaking: Act 11-12, p 41

+ Discussion: Act 1, p 44 + Reading: Act 2 → 4, p 44 + Grammar: MUST, CAN, HAVE TO (Act 5 → 7, p 45) + Speaking: Talk about ways to become fluent in English (Act 8-9, p 45)

+ Writing: A SHORT JOB DESCRIPTION (Act 10→

- The participants of the control group write a paragraph of their ideal job on paper

- The participants of the experimental group post a paragraph of their ideal job on

Moodle-peer feedback https://elearning.bvu.edu.vn/

+ Vocabulary: TRAVEL (Act 1 → 3) + Reading: Act 4 → 6 (Act 46) + Grammar: MIGHT, MAY, WILL PROBABLY + Vocabulary: CLOTHES (Act 11 →13)

+ Pronunciation: T has Ss practice the sound /tʃ/ (Act 14)

- The draft paragraph, two peer comments, two responding comments, and the updated paragraph were all submitted by the respondents (CG)

- For EG, The researcher comments online

Lesson 3 : Avoiding jet lag + Speaking: Act 1 (p 48)

+ Listening 1 & Speaking (Act 2-3, p 48) + Listening 2: Act 6 → 13 (p 49)

+ Writing: HOW TO AVOID JET LAG (Act 15-16, p

T has Ss work in pairs and write a conversation about the topic TRAVEL and asks Ss to act it out

- The participants of the control group write a paragraph describing how to avoid jet lag on paper

- The participants of the experimental group post a paragraph describing how to avoid jet lag on Moodle-peer feedback https://elearning.bvu.edu.vn/

USSEFUL EXPRESSIONS (Act 6-7, p 50) + Wordbuilder: Negative prefixes (P 50) + FOCUS ON: “GET” (P 50)

• Language in Action: Describing an objects - Speculating

+ Discussion: Act.1, p 51 + Watch a video: Act 2 → 8, p 51 T has Ss watch the video and do activities in the book, then has Ss practice describing an object

T uses activities and games to have Ss review vocabulary, grammar, and skills in Units 4 & 5

T has Ss read about ‘Stay-at-home Dads” to get some information about culture

T can use some extra materials (Testbuilder/ WB: p 23, 24) for extra practice.

The researcher comments and summarizes two-thirds of the experimental process

Lesson 1 : If you get stuck, don’t panic!

+ Discussion: Act 1, p 52 + Vocabulary: EMERGENCY EQUIPMENT (Act 2, 3,

4, p 52) + Listening 1: Act 5, 6,, 7 (p 53) + Grammar: ZERO CONDITIONAL & WHEN CLAUSE (Act 8 → 11, p 53)

Lesson 2 : What will happen if… ?

+ Discussion: Act 1-2 (p 54) + Vocabulary: GLOBAL WARMING (Act 3, p 54) + Reading: Act 4→ 8, p 55

+ Grammar: FIRST CONDITIONAL (Act 9 → 13, p 55) + Writing: PREDICTIONS FOR THE YEAR 2050 (Act 14-15, p 55)

- The participants of the control group write a paragraph of predictions for the year

- The participants of the experimental group post a paragraph of predictions for the year 2050 on Moodle-peer feedback https://elearning.bvu.edu.vn/

Lesson 3 : Animals that live in the jungle + Vocabulary: Act 1 → 3 (p 56)

+ Listening: Act 4 → 7 (p 56) + Grammar: RELATIVE PRONOUNS (Act 8 → 10; p

3, p 58) + Wordbuilder: NOUNS FROM VERBS (p 58) + Pronunciation: Word stress (Act 4-5, p 58)

• Language in Action: Giving instructions - Checking understanding

+ Discussion: Act 1, p 59 + Listening: Act 2, 3, p 59 T has Ss do Act 3 and 4, then elicits the ways to check understanding

+ Speaking: Act 5-6, p 59 + Writing: HOLIDAY/VACATION (Act 6 → 12, p 61)

- The participants of the control group write a paragraph describing a holiday or vacation you have been on

• What you did and explain how you felt about it on paper

- The participants of the experimental group post a paragraph describing a holiday or vacation you have been on

• What you did and explain how you felt about it on Moodle-peer feedback https://elearning.bvu.edu.vn/

+ T can use some extra materials (Testbuilder/ WB: p 33- 34) for extra practice

+ T has Ss review Vocabulary, Grammar, and Skills to get ready for their final test

+ T gives Ss extra practice/ sample test on what they have learned for 3 units to get them well-prepared for the final test

- For EG, The researcher comments online The researcher collected the final writing papers of students as the Post-test.

STAGE 3: POST-TEST AND INTERVIEW

1 Giving post-test to the two groups

2 Distributing questionnaires to the test group

3 Participants in the experimental group were interviewed

Analytical framework

This section explains how to analyze data from both research groups' pretest and posttests, questionnaires, and interviews

3.7.1 Pre-test and post-test

The findings of the pre-test and post-test for the two groups (experimental and control) were calculated using Statistic Package for the Social Sciences (SPSS), version 22.0 It's a quantitative study The associated words are defined so that the reader can understand how to use the mean

The mean is found by dividing the total number of data values by the sum of all data values, also known as the arithmetic mean The mean is the most often used method of central tendency, according to Hatch & Farhady (1982), because it calculates all scores The mean in this study is the pre-test and post-test mean score of the control and experimental groups As a result, readers will have access to more information

The S.D for the two teams is calculated to examine the variability of the scores around the central tendency Brown (2001) claims that the t-test can be utilized when comparing two means, and assess the likelihood that at a given degree of probability, the difference is statistically significant

Then, the researcher used a free sample t-test owing to the existent parts of two distinct groups To see if there is one disparateness between the two experimental and control groups following the study's statistical significance, the sign was acquired The value (2 tails) of the vehicle will be compared with an alpha level of 0.05 If the sign is less than 0.05, a statistically significant difference will be demonstrated

Because there were two unique groups, the researcher employed an independent sample t-test The sign was acquired to evaluate if the difference between

46 the two experimental and control groups after the investigation was authentically important The value (2 tails) will be set side by side with a 0.05 alpha level A differentiation that is authentically important will be indicated if the sign is smaller than 0.05

The Independent-Samples t Test was used to assess the outcomes of the pretest and posttest in this study The Independent Samples-t Test examines the averages of two distinct groups to see if they are similar with the analytical figures showing the related the population means varied to a great extent As a result, this type of test was conducted twice The Independent-Samples t Test was used to assess and contrast the pretest findings between the control and experimental groups The test's goal was to assure that that the two groups' writing abilities were comparable Second, the Independent-Samples T test was used to determine the dissimilarity in posttest outcomes of the 2 teams The treatment's efficacy would be determined by the second

The process of data analysis embraced two steps which allowed the researcher to scrutinize the quantitative facts gathered from the survey with questionnaire and the

36 qualitative data recorded as well as gathered from the interview and the classroom observation It was described specifically as follows

The participants’ attitudes of the Moodle-peer feedback was picked out by utilizing the questionnaire The Statistic Package for the Social Sciences (SPSS), version 22 helped collect, process and analyze data Every dimension of the issue mentioned in the questionnaire as well as Cronbach Alpha of the questionnaire was calculated

In addition, the researcher utilized descriptive analysis to determine the mean, frequency, and percentage of each item and dimension (group of elements) The

47 findings of this illustrative comment may assist the researcher in arriving at a decision about the topic that an investigation is underway

For the data collected from the questionnaire, the information was considered quantitative data After the completion of collecting answers from the respondents and translating all questions and items of the survey into English, a brief sheet of all responses was exported from the online link and entered into SPSS version 22.0, a specialized tool for statistical analysis To verify and submit evidence of appropriateness as well as reliability of each item in the questionnaire, the measurement of reliability index was initially done by using the Cronbach’s Alpha tool in order to examine whether the questions given out have relatively high internal consistency These orders would assist the researcher to compute variables, count rate of occurrence and percents of each item’s replies in the questionnaire, and investigate the average rate of all responses The mean scores as well as the standard deviation were analyzed and calculated for each variable or question to have an overview of the results After that, to find the answers to research question 1, the statistical analysis of the questionnaire was implemented The frequencies of each level of agreement for each variable in the questionnaire was calculated to find out whether non-English major students at BVU are interested in using Moodle-peer feedback in learning paragraph writing When the most answer (among the 5 levels of agreement) was computed, the researcher could reveal the types of motivation that non-English major students at BVU presented that students have positive attitudes on Moodle-peer feedback in learning writing This analysis helped to reach the findings for research questions 1, and 2.

3.7.3 Qualitative analysis of the interview

According to Gass and Mackey (2005), to be easy to understand and can be analyzed, it is essential to arrange them into the base of information which are manageable Thus, the researcher copied all the available data after keeping students’

48 record of responses and then conduct text analysis After that, tables and quotations were utilized to summarize and integrate the information by the researcher

Following a thorough investigation, the quantitative data collected from the survey, the researcher continued the process of analyzing qualitative data drawn from the interview in order to compare the results and answer research questions 1, and 2 in a deeper understanding When the interview had finished, the researcher collected data imported in the computer by using a Word file Each answer was then encoded the answers so that she could analyze the correlation as well as make comparison among the answers in terms of words and phrases To make sure the imported contents having put in the computer were similar with the information collected from the interview, the researcher transcribed all the record files in words These qualitative data were translated into English Afterwards, the researcher started to analyze the information by means of discovering same expressions and similar meaning words (see details in Chapter 4) The findings were withdrawn from interviewees’ answers or extract from their direct responses On the researcherity of the analysis and synthesis, the researcher was able to seek for the better understanding and deep insights for questions for investigation 1, and 2, which were about the effects of Moodle-peer feedback on students’ writing ability.

Moral issues

The ethical considerations were especially essential in this study since it involved a large number of students who agreed to aid the researcher with a questionnaire and an interview were used to conduct the survey by utilizing a group discussion method The researcher first asked the school and faculty to conduct the study at the stage of recruiting volunteers The researcher had discussed the goals of her study and informed the volunteers that this was a volunteer effort when picking the samples The poll, which asked students to fill out a questionnaire, did not ask for personal information such as their name, date of birth, place of residence, or identity

49 code Their email addresses were not included in the final summary As a result, their profiles were protected by security Second, during the stages of interview, the participants were not requested to introduce their personal information, with the exception of their educational history, such as their majors The researcher meticulously recorded and preserved their exchanges and talks All of the recording devices and written materials were then placed in a safe locker in the researcher's office.

Chapter summary

In a few words, this current study was using the mixed methodology to ensure the reliability as well as authenticity of collected data, which allowed the researcher to have the best understanding of students’ attitudes on Moodle-based peer feedback on BVU non-English major students’ attitude to learn English

This chapter presents the results of the three data gathering instruments: pre- and post-tests, student questionnaires, and interviews The results of the pre- and posttests revealed that they did not alter dramatically in CG's and EG's writing abilities prior to the therapy However, after treatment, this factor of EG was remarkably disparate from that of CG The majority of EG students were able to write more effectively than their CG peers Furthermore, through analyzing and interpreting information obtained from the questionnaire and interview, the students' understanding of the new method was improved The importance of student writing motivation in boosting writing performance has long been recognized As a result, in the next portion of this chapter, the findings will be addressed in greater depth

FINDINGS AND DISCUSSIONS

Results of the pre-test

As mentioned in the previous chapter, two teachers (rater 1 and rater 2) were asked to mark the pre-tests of both experimental group (EG) and control group (CG) The researcher examined pretest scores to make sure the genuine result of test score and rater

Table 4.1 illustrated the correlation of pretest scores by rater A and rater B in

CG and table 4.2 supplied the correlation of the pretest scores by rater A and rater B in

Pre_Rater1_CG Pre_Rater2_CG Pre_Rater1_CG Correlation

** Correlation is important at the 0.01 level (2-tailed)

Table 4 2 Two raters correlated the EG's pretest scores

Pre_Rater1_EG Pre_Rater2_EG Pre_Rater1_EG Correlation

This may be observed in table 4.1, where Sig (2 tails) =.000 0.05 indicates that rank A's best score and ranker B's score in CG have a statistically significant association For the best CG scores, the Pearson correlation coefficient for CG was r 0.969, pointing out a strong association connecting ranker A and ranker B

A fundamental correlation connecting the best scores of rank A and ranker B for

EG was established, as shown in Table 4.2, with Sig (2 tails) =.000 0.05 and Pearson Correlation Coefficient, r = 0.944 As a result, a substantial inter-rater correlation between two raters' score can be used to confirm the dependability of the highest- ranking raters In addition, the A-score ranker's was chosen for the succeeding examinations

Independent Sample t Test of pretests results

The mean scores of the CG and EG pretests were determined The mean score for CG pretests is 65.50, whereas the mean score for EG pretests is 65.25, as shown in Table 4.3 The dissimilarity of the two statistics is clearly insignificant, evidently quite minor CG has a slightly higher mean score (Me.50 with SD=7.416) than EG (Me.25 with SD=8.346) A test was performed to see whether the difference between the two values was significant

Table 4 3 Pretest score descriptive statistics

Results of the post-test

The association between the two raters' posttest results was investigated In CG, table 4.5 displayed the correlation of posttest scores by rater A and rater B, while in

EG, table 4.6 displayed the correlation of posttest scores by the two raters

Table 4 4 Two raters correlated the CG's posttest scores

Post_Rater1_CG Post_Rater2_CG Post_Rater1_CG Pearson

Table 4 5 Two raters correlated the EG's pretest results

Post_Rater1_EG Post_Rater2_EG Post_Rater1_EG Pearson

** At the 0.01 level, correlation is important (2-tailed)

The association of the score of the A-test ranker's and the score of the B-ranker in the CG is statistically significant, as shown in the correlation investigation, table 4.5, Sig (2-tail) =.000 0.05 The Pearson correlation number for CG is r = 0.917, pointing out a good link in terms of scores after the CG test between rank A and ranker B Similarly, there is a substantial connection between rater A and rater B test scores for

EG, as shown in Table 4.6, with Sig (2-tails) =.000 0.05 and Pearson Correlation Coefficient, r = 0.914 Because of the strong inter-rater correlation, the scores of two raters, the test's inter-raster genuine was ensured In addition, the A-score ranker's was chosen for the succeeding examinations

Table 4 6 Post-test scores descriptive statistics

Independent Sample t Test of post-tests results

According to the correlation analysis, the score of the A-test ranker and the score of the B-ranker in the CG are statistically significant, as shown in table 4.5, with Sig (2-tail) =.000 0.05 The Pearson correlation value for CG is r = 0.917, indicating that rank A and ranker B have a good relationship in terms of scores after the CG exam Similarly, as pointed out in Table 4.6, there is a important correlation of rater A and rater B test scores for EG, with Sig (2-tails) =.000 0.05 and Pearson Correlation Coefficient, r = 0.914 The test's inter-raster reliability was verified thanks to a strong inter-rater correlation between the scores of two raters In addition, for the subsequent examinations, the A-score ranker was adopted

Figure 4 1 Comparison of means of pretest and posttest score

Despite the fact that CG's mean score (Me.50) is somewhat higher than EG's (Me.25) (Table 4.3), the Sig.(2-tailed) value is more than.05 (Table 4.5) No noticeable diffentiation in presentation of writing between CG and EG The Sig (2- tailed) value is.00, which is less than.05, and the mean score of EG (M.25) is substantially more elevated than that of CG (Mq.50), as shown in Table 4.10

55 The difference in mean CG and EG scores after therapy was statistically significant The Moodle-peer feedback had a positive impact on the students' overall writing performance In recent investigations conducted either within or without the country and published in the creative writing, Nagatomo (2006), Roberton (2008), Wu (2008), Miyazoe and Anderson (2009), Adas and Baki (2013), and Spinola (2013) all found comparable results (2014) All of these studies, as well as this one, found that using Moodle-peer feedback to improve students' writing skills is beneficial.

Research question 2: What are the students’ attitudes towards moodle-peer

4.2.1.1 An overview of the background information provided by the responders

The survey participants were initially requested to provide basic background information, such as their gender, level of English ability, and most recent learning scores in the English subject at BVU

Table 4 7 A summary of the respondents’ background information

Gender Level of English proficiency The latest learning scores

Male Female Good Average Poor Very poor

The background information of the respondents is summarized in the table According to the poll, the percentage of male and female participants in this study is

56 equal Males account for 40% of the population, while females account for 60% These respondents said that they have an average level of English proficiency (66,7%) and that their most recent semester's English learning score ranges from 6.0 to 7.9 (46,7%) While 23,3% of respondents admitted to have difficulty learning English Furthermore, in the previous term, 26,7% of respondents received grades ranging from 5.0 to 6.4 in English The majority of questionnaire respondents perform at an average level of English competence, which indicates that they are interested in studying English Overall, it is clear that some elements have a significant impact on their English learning process, while others have a minor impact on these individuals

4.2.1.2 Students' participation in peer criticism before and after it is used in class

Figure 4 2 Students' participation in peer criticism before it is used in class

Figure 4.2 shows how the proportion of students participating in peer feedback activities changed significantly after it was implemented The number of students who

57 chose "always" as their frequency of receiving peer feedback increased swiftly to 23% once it was performed in class, according to the outcome of the post-questionnaire Meanwhile, 31% of respondents chose "frequently," up 23% from those who chose

"often" before the application In contrast, no one said they had never received peer critique for their writing project, and the number of students who said "occasionally" dropped from 61 percent before the application to 45 percent after it was submitted (after the application) According to the results of the post-questionnaire, a rising number of students utilized peer feedback after it was implemented

Students' participation in peer criticism after it is used in class

Figure 4 3 Students' participation in peer criticism after it is used in class

4.2.1.3 The effects of peer criticism on writing performance in Moodle (items 1-5)

Five questions were asked in this section to assess what they thought about the influence of Moodle-peer feedback on writing performance Table 4.8 summarizes and presents the results of the data analysis for items 1 through 5.

58 The quantitative data from the BVU survey of non-English major students will be thoroughly detailed in order to identify common characteristics that influence their attitudes towards using Moodle-peer feedback in writing skills

Table 4 8 The effects of peer criticism on writing performance in Moodle

No The effects of peer criticism on writing performance in Moodle

1 Moodle-peer feedback has helped me enhance my overall writing skills

2 Moodle-peer feedback has aided me in improving the quality of my learning

3 My written communication skills have improved because of Moodle-peer criticism 0 0 2 11 17 4.45

5 Moodle-peer feedback has aided me in improving the quality of my learning

At first glance, the students' different options, which span from N to SA, are obvious The average score for item one is 4.9, implying that almost all of the leaners believed that their overall writing skills had improved significantly It obtained the highest level of agreement among students when compared to the other items in the group This figure represents 96,6% of the total On the other hand, only one student (3,33%) chose neutral There were no students who significantly objected or disagreed with the favorable benefits of Moodle exercises on their general writing skills, as seen in the graph Furthermore, practically all students (80%) stated that Moodle-peer feedback significantly improved their writing learning quality There are only a few students (3,33%) were still undecided about if the writing skills had improved In addition, 36,6 percent of participants thoroughly agree and 56,6 percent chose strong agree in the next three categories, indicating that throughout the experiment, the students' communication and knowledge were polished up Moodle-peer feedback for peer evaluation, according to the vast majority of them, were really beneficial to their studies

4.2.1.4 Moodle-peer criticism's effects on teamwork and interaction (items 6-9)

Four questions (6-9) were utilized to explore the impact of Moodle-peer feedback on collaboration and interaction Table 4.9 summarizes the results of the data analysis for items 6 through 9

Table 4 9 Moodle-peer criticism's effects on teamwork and interaction

No Moodle-peer criticism's effects on teamwork and interconnection

6 Moodle-peer feedback has allowed me to learn a lot from my peers

7 Moodle-peer feedback is a good way to interact socially

8 Moodle-peer feedback provides an excellent opportunity for peers and teachers to exchange ideas 0 2 3 7 18 4.4

When I needed help, I felt comfortable contacting the instructor and/or other students for clarification via synchronous/asynchronous chat conversation

64 Table 4.9 shows the students' replies to the four Moodle cooperation and interaction questions (6-9) they were asked In general, all of the criteria’s means exceeded 3.0, suggesting that nearly all of the students had similar thoughts that Moodle- peer feedback promoted collaboration and participation As shown in the table, the students replied enthusiastically to the component of peer learning in item six, with 33,3 percent agreeing and 56,6 percent strongly agreeing with a mean score of 4.25 One participant only, though, was convinced that classmates could teach him or her a lot This is 3,33% of the total number of responses As seen by their responses to item 7, many respondents (M=4.4) may benefit from social interaction Surprisingly, this type of engagement piqued the curiosity of 60% of the learners Another aspect worth mentioning was the ability to share ideas with peers and educators The high mean score (M = 4.4) indicated that students had many opportunities to express themselves and that they enjoyed this project According to the data, 26,6% of students were agreeable and 60% were extremely agreeable Students might use synchronous/asynchronous chat conversation at any time, and may seek clarification from the instructor or other students, according to the data from item 9 As a result, just a small fraction of them expressed reservations about using Moodle-peer feedback These reactions are responsible for 6,66% of unhappiness and 10% of neutrality

4.2.1.5 Attitudes of Moodle-peer feedback in general (items 10-14)

The general attitudes of Moodle-peer feedback were also studied to see what the students thought Four questions (10-14) were developed to investigate general attitudes of Moodle-peer feedback

Table 4 10 Attitudes of Moodle-peer feedback in general

No Attitudes of Moodle-peer feedback in general

10 More effective writing practice than in the usual classroom came from synchronous/asynchronous chat discussions 1 1 2 8 18 4.4

I spend more time in synchronous and asynchronous chat rooms than in normal classes 0 0 4 9 17 4.4

My participation in studies was enhanced through synchronous and asynchronous chat discussion activities 0 2 4 8 16 4.2

13 My synchronous/asynchronous chat discussion experience was positive.

14 After completing this course, I can confidently state that I have improved as a writer 2 0 8 5 15 4.05

As can be shown, students had positive opinions of Moodle-peer feedback in general, with mean scores of 4.05 and above The synchronous/asynchronous chat discussion piqued the students's interest With 26,6% agreeing and 60% strongly agreeing, students said that synchronous/asynchronous chat sessions supplied students with extra opportunities to practice writing than the orthodox classroom It's worth noting that through chat conversation (M = 4.4), they were able to improve their writing Moodle-peer feedback improved writing skills and increased student engagement in chat discussions (M=4.4) To put it another way, they backed Moodle's chat discussion feature

To see how students react to Moodle's synchronous/asynchronous chat box function, the following three characteristics were used: study engagement, experience with synchronous/asynchronous chat box The three criteria outlined above were seen favorably by students in general As demonstrated by mean ratings ranging from 4.05 to 4.2, this resulted in a favourable attitude outcome In fact, there were a few students who did not think Moodle-peer feedback was helpful This figure basically accounted for 6,66% major disagreement on the efficacy of writing practice in comparison to the traditional schoolyard, 6,66% of people disagree that they had a good time, and on having a positive experience and progressing as a writer, 26,6% neutrality is required

4.2.1.6 Discussion in Moodle-peer feedback: Attitudes of enjoyment (items 15-20)

Table 4 11 Discussion in Moodle-peer feedback: Attitudes of enjoyment

No Discussion in Moodle-peer feedback: Attitudes of enjoyment

During the synchronous/asynchronous chat conversation, I felt anxious.

Online chats, in my opinion, grow into engaging debates.

During synchronous/ asynchronous chat discussions, the opinions of my peers fascinate me 1 1 6 6 16 3.95

18 My interest in learning grows as a result of synchronous and asynchronous chat interactions 0 0 5 7 18 4.2

19 I appreciate synchronous and asynchronous online chat discussions.

I appreciate participating in online synchronous/asynchronous chat discussions with peers to share my knowledge 0 0 3 6 21 4.45

68 The averages ranged between 3.85 and 4.45 in table 4.11, suggesting that the a large number of people answered yes to the six questions in this section The majority of respondents claimed they enjoyed both online synchronous/asynchronous chat conversation (M=4.35) and knowledge exchange with peers (M=4.45) Furthermore, as evidenced by the mean score of 3.85, many students found having dialogues on Moodle to be engaging Furthermore, the majority of students stated that participating in Moodle- peer feedback helped them enhance their learning interests As a result, item 18's mean (M = 4.2) was quite high, confirming this viewpoint Despite the fact that students progressed in their learning, a considerable proportion of them (M=4.0) were worried throughout the chat conversation Only two students claimed to have been concerned during the experiment

4.2.1.7 Motivational attitudes in Moodle based on peer feedback (items 21-28)

To have a deeper grasp of the learners' EG motivation, 8 more questions were asked by the researcher The fundamentals analysis for items 21-28 about students' cognition of stimulus in Moodle-peer feedback is recapitulated in Table 4.12

Table 4 12 Motivational cognition on peer feedback via Moodle

No Motivational cognition on peer feedback via Moodle

Moodle-peer feedback encourages me to continue learning.

22 Moodle-peer feedback encourages me to do my best job.

For this course, the Moodle format is acceptable and effective.

For this writing course, Moodle proved to be a useful tool.

On Moodle, I enjoy working with peers via computer-mediated synchronous/asynchronous chat discussion 1 0 1 11 17 4.45

26 I feel free to express myself and ask questions when I utilize Moodle

In the future, I would like to use Moodle in my English classes

My learning improved as a result of using Moodle

70 Each item in table 4.12 received solid support from the majority of students, as seen in this table This was demonstrated by the fact that the mean score for the entire session (21-28) was 4.3 According to them, the most popular items on the table were

25 and 26, which allowed students to openly express their opinions and ask questions while collaborating with classmates on Moodle via computer-mediated synchronous/asynchronous chat sessions Surprisingly, 55 percent of students strongly agreed with both of these items, whereas 35 percent only agreed with one of them (Mean of each item: 4.45)

When students completed the assignments, they could observe that the Moodle design was acceptable and efficacious (M=4.25) People realized Moodle (M=4.25) is a helpful technique for this training of how to write a paragraph Only one student, or 6,66% of the class, did not recognize the importance of the approach Students frequently complimented the researcher, believing that Moodle-peer feedback stimulated them to focus on studying more and improved their knowledge

Major findings of the study

The following part describes the primary discovery derived from the questionnaire and structured interviews based on data analysis, as well as the current study's goals to address the three research topics indicated in Chapter 1 However, based on the mean scores of the questionnaire respondents as well as the interviewees’ answers, in a comparison with previous studies on the same fields, it could be summarized that it is beneficial to use Moodle-peer feedback in integrating learning writing skills.

Discussion

The inter-rater correlation of the scores of two people who marked the test, which was attained from the pre-test and post-test, divulged that non-English majors upgraded their English writing skills after using Moodle-peer feedback This was given an idea of a rise in the number of pre-intermediate non-English majors at BVU who excelled in vocabulary, grammar, content, organization, and mechanics in English writing

The mean scores from the pre-test and post-test were set side by side using the sample t-test That is to say, the post-mean test's score was higher than the pretest's The sig (2-tailed) value was 0.00, indicating that the difference between the pre-test and post-test was significant In other words, after using the Moodle-peer feedback to provide peer criticism, BVU's non-English majors improved their writing ability in terms of vocabulary, grammar, substance, organization, and mechanics

The discovery of this study agree with those of Ciftci and Kocoglu (2012), Adas and Baki (2013), Lien (2015), Kurihara (2016), and Pham (2020), who investigate that Moodle-peer feedback enhanced learners' writing performance Furthermore, various studies on online peer feedback have found that it has more encouraging and promising effects than conventional methods (Razak & Saeed (2015), Pham) (2021) In fact, the quantitative results gave out that students had good views about peer criticism on

72 Moodle, and that using a forum, discussion board, Facebook, etc helped them enhance their writing skills (Saeed & Razak, 2015)

The conclusion reached after an inquiry or investigation of this study emphasize the relevance of feedback in an online setting, and they back up the idea that a combination of teacher and peer feedback can help students achieve and maintain a high level of quality in their postings Writing courses piqued the interest of all 30 students Most students were uninterested in learning to write before the action was implemented, and they frequently committed several errors in their works

All of the students became more active and focused on their writing from the beginning to the completion of the implementation Furthermore, based on the research findings, it can be concluded that providing Moodle-peer feedback with students was beneficial in minimizing linguistic errors in their writings in this quasi-experimental study The majority of students stated that Moodle-peer feedback had helped them improve their writing skills

Students in this study showed reservations about their ability to provide feedback to one another This could have led to them believing they were receiving superficial or low-quality evaluation on the one hand, or being concerned about being consistent and fair when reviewing peers' postings on the other These worries appeared to be tied to a more fundamental concern in this study about how peer grades might affect course grades, whether their own or others' Students must be assured that postings will be evaluated fairly and consistently, with the instructor mediating the process to ensure fairness, and students must appreciate the additional benefits made possible by the Moodle-peer feedback process work most effectively

This quasi-experimental research taught the researcher a lot as both a teacher and a researcher Correcting errors and seeing them reappear in students' work is one of the most unpleasant chores for language teachers Despite spending a significant amount of time fixing errors, it is common to have the impression that the same problems are being rectified over and over

73 Although Moodle-peer feedback had a positive effect, it allowed students to learn from their peers, it also had a negative effect in that it encouraged students to plagiarize their peers' ideas by simply copying and structuring them in their writings Students may enjoy some ideas and want to "steal" them from their peers, which is why the researcher found multiple similar concepts in some students' online writings

There are several reasons why students prefer to read their friends' paragraphs before commenting on their peers' work, particularly great students' work When students don't know where to begin, they want to absorb the ideas, vocabulary, and sentence structures in their peers' paragraphs Second, because the researcher asked students to publish edited writing based on the teacher's feedback as well as peer evaluation from two friends or peer reviewers, the students trusted the new paragraphs that were corrected based on the teacher's feedback As a result, they used Moodle on a daily basis to read the amended paragraph in preparation for their future assessments.

Overall summary

The outcomes of the three data gathering instruments: pre- and post-tests, student questionnaires, and interviews are presented in this chapter The pre- and posttest findings revealed that no important dissimilarity of CG's and EG's writing performance ahead of the therapy After the therapy, nevertheless, the element of EG was considerably distinct from that of CG The major part of EG students could write better than their CG counterparts Over and above that, the learners' grasp of the inventing method was improved by probing and interpreting statistics from the questionnaire and interview It is widely known that student writing motivation played a crucial part in improving writing performance For that reason, the findings will be discussed in more considerable depth in the following section of this phase

Conclusions

The study's purpose was to evaluate how Moodle-peer feedback influenced the writing abilities of BVU non-English majors The researcher looked at the impact of Moodle blended writing classes on writing performance as well as the learners' cognition of Moodle-peer feedback on students' writing abilities Sixty non-English major students were separated into two teams To accomplish the study's aims, pretests, posttests, questionnaires, and interviews were utilized to calculate the reliant numbers

At the beginning, pretests and posttests were utilized to examine the students' writing abilities prior to and to determine the experiment's effects after the experiment Questionnaires were employed to find out how the students felt about the experiment at the time In order to obtain deeper and more sufficient attitudes from participants, interviews were used in conjunction with questionnaires The data from the pretests, posttests, and interviews were analyzed and discussed using SPSS version 22 in order to link up the two research questions’ goals listed in Chapter 1

The following is a summary of what was said:

Research question 1: To what extent does the application of Moodle-peer feedback affect the students’ writing performance?

The results of the pretests and posttests revealed that following the treatment, the participants' writing performance improved dramatically This improvement is the result of using Moodle-peer feedback as part of a blended learning writing course

Research question 2: What are the students’ attitudes towards moodle-peer feedback in English writing skills?

The majority of students had positive evaluations of the utilization of Moodle- peer feedback in educational and schooling environment, according to the consequences of questionnaires and interviews However, there were certain restrictions on the school's resources.

Pedagogical implications

The researcher can derive some significant instructional conclusions from this study The study's findings demonstrated that peer input was successful and beneficial to students' writing abilities Following are some pedagogical implications proposed for teachers in light of the study's findings:

The first is that teachers should avoid assigning too many Moodle-peer feedback assignments as homework since students may become bored and demotivated if only one type of assignment is repeated Second, in order to achieve the best results, teachers should mix peer and teacher feedback Peer feedback should be done first to offer students with an automatic audience, enhance student enthusiasm for writing, teach students to critically examine their own writing, and allow them to get other perspectives on their work The teacher should then provide comments in order to double-check the quality of the students' feedback This allows students to gain a better understanding of why they made mistakes and how to repair them effectively Last but not least, teachers should refrain from providing excessively comprehensive feedback

76 in order to reduce students' dependency on teachers' scaffolding Teachers can compel students to provide peer critique for obvious writing errors such as grammar, spelling, and assignment completion Teachers also provide feedback to help students improve their writing skills in areas such as coherence and cohesiveness, lexical resource, ideas, grammatical range, and grammatical structure.

Limitations

Despite the fact that the current study discovered that Moodle-peer feedback has a lot of good benefits on students' writing productivity, it still has a number of weaknesses that can be inscribed with more study The first limitation is the quantity of the respondents in current study, which is inadequate to meet the demand for generalizable inferences It raises doubt on the correctness of the results

In view of the fact that the researcher was in charge of two non-English major at the same level classes at BVU, only 60 non-English major sophomore participated in the study These leaners were seperated into two groups of 30 students each If there were more participants, the results would be more reliable and valid Second, teenagers were unable to access the internet whenever they desired due to limited educational facilities This resulted in a number of issues during the testing period

Over and above that, one of the primary imperfections of this study was the students are not tech savvy, and they do not have enough computer skills and knowledge Furthermore, the students' English skills, interaction and partnership, and devotedness were in short supply Some students were nervous and shy As a result, the researcher had to devote a significant length of time to explaining and encouraging them They were so unfamiliar with Moodle-peer feedback at the start so they only wanted to study through the traditional techniques like in the past The researcher had to spend time introducing and demonstrating his findings

77 The study's final flaw is the limited amount of time allowed to carry out the trial During the academic year 2020-2021's third semester, the treatment lasted only 5 weeks If the study had been conducted over a longer length of time, the results would have been more significant

Moreover, the students' lack of computer abilities was one of the study's key shortcomings In additon, the teenagers lacked English skills, collaboration, and excitement Some of the students were nervous and fearful As a result, the researcher had to use a significant amount of time to help them understand by elucidating and motivating They were so unfamiliar with Moodle-peer feedback at first that they simply wanted to study using ways that they were already accustomed with The researcher was deliberate in his presentation and demonstration of his findings

Several recommendations for further research are made based on the constraints indicated in section 5.2 To begin, a larger sample size may be used in future research to improve the accuracy of the study's conclusions Each group should have a minimum of 30 students and a maximum of 40 students Second, the experiment should be carried out in a school where internet access is readily available As a result, students can easily create a paragraph on Moodle whenever and wherever they need to Finally, teachers should do their utmost to introduce, motivate, and encourage students in order to obtain more accurate findings Students can only give their best when they are relaxed and enthusiastic about learning Finally, more research should be conducted during the course of a prolonged length of time to allow researchers to collect and analyze more data

1 Badger, R & (2000) A process genre approach to teaching writing ELT journal, 54(2), 153-160

2 Bijami, M K (2013) Peer feedback in learning English writing: Advantages and disadvantages Journal of Studies in Education, 3(4), 91-97

3 Boals, A (2012) The use of meaning making in expressive writing: When meaning is beneficial Journal of Social and Clinical Psychology, 31(4), 393-409

4 Byrne, B M (1991) The Maslach Burnout Inventory: Validating factorial structure and invariance across intermediate, secondary, and university educators

5 Choi, J (2014) Online Peer Discourse in a Writing Classroom International Journal of Teaching and Learning in Higher Education, 26(2), 217-231

6 Ciftci, H & (2012) Effects of peer e-feedback on Turkish EFL students' writing performance Journal of Educational Computing Research, 46(1), 61-84

7 Damon, W & (1989) Critical distinctions among three approaches to peer education International journal of educational research, 13(1), 9-19

8 Denzin, N K (2003) Reading and writing performance Qualitative research, 3(2), 243-268

9 Ghouali, K & (2021) Towards a Moodle-Based Assessment of Algerian EFL Students’ Writing Performance Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (36), 231-248

10 Ghufron, M A (2016) Process-genre approach, product approach, and students’ self-esteem in teaching writing Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 2(1), 37-54

11 Giles, H & (1982) An intergroup approach to second language acquisition

Journal of Multilingual & Multicultural Development, 3(1), 17-40

12 Hansen, J G (2005) Guiding principles for effective peer response ELT journal, 59(1), 31-38

13 Harmer, J (2007) How to teach English-New edition England: Longman

14 Hedge, T (2001) Teaching and learning in the language classroom (Vol 106)

Oxford, UK: Oxford university press

15 Hyland, K (Cambridge university press) Second language writing 2019

16 Jacobs, G (1989) Miscorrection in peer feedback in writing class RELC journal, 20(1), 68-76

17 Kuhn, M R (2003) Fluency: A review of developmental and remedial practices

18 Kurihara, N (2017) Do peer reviews help improve student writing abilities in an EFL high school classroom? Tesol Journal, 8(2), 450-470

19 L’hadi Bouzidi, & A (2009) Can Online Peer Assessment be Trusted? Journal of

20 Lavolette, E P (2015) The accuracy of computer-assisted feedback and students’ responses to it Language, Learning & Technology, 19(2)

21 Lu, J & (2012) Online peer assessment: Effects of cognitive and affective feedback Instructional Science, 40(2), 257-275

22 Miyazoe, T & (2012) Discuss, reflect, and collaborate: A qualitative analysis of forum, blog, and wiki use in an EFL blended learning course Procedia-Social and

23 Mohammed, M (2010) Using wikis to develop writing performance among prospective English as a foreign language teachers Retrieved February, 19, 2014

24 Moradi, M R (2012) The Effect of Online Peer Feedback on the Academic Writing Ability of Iranian EFL Learners International Education Studies, 5(2),

25 Nagatomo, D H (2006) Motivating students to write more with Moodle In A/LT2005 Conference Proceedings Tokyo JALT

26 Nagy, N M (2018) The Effect of Using the Station Rotation Model on Preparatory Students' Writing Performance Online Submission

27 Nik, Y A (2010) The writing performance of undergraduates in the University of Technology, Mara, Terengganu, Malaysia Journal of Languages and Culture,

28 Nystrand, M & (1989) 11 Response to Writing as a Context for Learning to Write REPORT NO PUB DATE NOTE AVAILABLE FROM, 209

29 Olive, T F (2009) Students's cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation Learning and Instruction, 19(4), 299-

30 Pham, V P (2016) Blog-based peer response for L2 writing revision Computer

31 Pham, V P (2020) E-peer response for L2 writing revision International Journal of Education and Technology, 1(4)

32 Phi, H P (2010) Blog-based peer response for l2 writing revision (Doctoral dissertation, School of English, Institute of Social Technology Suranaree University of Technology)

33 Ragone, A M (2011) A quantitative analysis of peer review Durban: In in13th

International Society of Scientometrics and Informetrics Conference

34 Richards, J C (1990) Second language teacher education New York

35 Rollinson, P (2005) Using peer feedback in the ESL writing class ELT journal,

36 Rollinson, P (2005) Using peer feedback in the ESL writing class ELT journal,

37 Saed, H A.-O (2014) The effectiveness of a proposed program based on a mind mapping strategy in developing the writing achievement of eleventh grade EFL students in Jordan and their attitudes towards writing Journal of Education and

38 Shelley, P B (2006) Defence of Poetry an Essay ReadHowYouWant com

39 Suppasetseree, S & (2010) The use of moodle for teaching and learning English at tertiary level in Thailand International Journal of the Humanities, 8(6)

40 Tolosa, C E (2013) Online peer feedback in beginners’ writing tasks: Lessons learned IALLT Journal of Language Learning Technologies, 43(1), 1-24

41 Truong, T N (2017) Teaching writing using genre-based approach: A study at a Vietnamese university Language Education in Asia, 8(2), 192-212

42 Tsang, W K (1996) Comparing the effects of reading and writing on writing performance Applied linguistics, 17(2), 210-233

43 Vu, P & (2020) Students' Evaluation on the Effects of Electronic Peer Responses in Writing 10.9734/bpi/cress/v3

44 Wahyudin, A Y (2018) The impact of online peer feedback on EFL students writing at tertiary level BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, 17(1), 1-10

45 Wu, W S., & Hua, C (2008) The application of Moodle on an EFL collegiate writing environment Journal of education and foreign languages and literature, 7(1), 45-56

46 Xia, J F (2013) Achieving better peer interaction in online discussion forums: A reflective practitioner case study Issues in Educational Research, 23(1), 97-113

47 Xing, S (2014, May) Application of online peer feedback in the teaching of college English writing In International Conference on Education, Language, Art and Intercultural Communication, 373-376

48 Yu, S & (2016) Peer feedback in second language writing (2005–2014)

49 Yusuf, Q J (International Journal of Instruction) Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners 12(1), 1399-1412

50 Zamel, V (1983) The composing processes of advanced ESL students: Six case studies TESOL quarterly, 17(2), 165-188

51 Zoran, A G (2010) Students Attitudes of Using Moodle In 4th International Conference Proceedings, Koper 21 May 2010 i

THE SUMMARY OF THE SCORING RUBRIC

Actual score Task Achievement – 2.5 points

- Satisfy all the requirements of the assignment

- Paraphrase answers fully and clearly and develop ideas fully

- It is the most essential sentence in the paragraph and the first sentence of the paragraph

- This sentence briefly outlines what the passage is about

- Usually mentioned in the topic sentence

- Flip open the center of the whole paragraph

- Limit the topic of the passage to specific problems

- Phrases used to express controlling ideas

- Give the main ideas to explain and prove the topic sentence

- It is the last sentence of the paragraph

- Repeat the main idea stated in the topic sentence in a different way, drawing conclusions based on the arguments made earlier

Vocabulary, Grammar and Sentence Structure - 2.5 points ii

- Using a variety of vocabulary in a natural and complex way, controlled according to criteria, rarely make mistakes except in cases where native speakers also make mistakes

- Using diverse, flexible and precise structures, rarely make mistakes except in cases where native speakers also make mistakes

Punctuation includes periods, commas, semicolons, quote marks

Please read the following questions and answer by typing in the gap, or clicking the box next to your option (1, 2, 3, 4, or 5)

1 What gender are you? Male Female

3 In the latest semester, what score do you achieve in English learning result?

A Less than 3.5 B From 3.5 to 4.9 C From 5.0 to 6.4

4 How many hours a day do you spend on learning English?

A Never B In under an hour C 1-2 hours

5 What do you think about your English competence?

A Very poor B Poor C Average D Good E Very good

II EFETCTS OF MOODLE-PEER FEEDBACK IN WRITING SKILLS

Please put (✔) to the option that best fits your needs Only ONE solution is available

1-Strongly Disagree, 2 -Disagree, 3- Neutral, 4- Agree, 5-Strongly Agree

Thanks a lot for your cooperation!

We am doing a survey on “The effects of Moodle-peer feedback on students’ writing performance”

We would highly appreciate for your voluntary participation in completing the items of the questionnaire below All of your responses and information will be kept totally clandestine and used just for data analysis In any case, your privacy is guaranteed Sincerely,

For further information, please contact me via email or phone

No The impacts of Moodle-peer criticism on writing performance 1 2 3 4 5

2 Moodle-peer feedback has aided me in improving the quality of my learning.

3 My written communication skills have improved because of Moodle-peer criticism

4 I've been able to widen my understanding thanks to Moodle-peer criticism.

5 My learning benefits from Moodle-peer feedback

No Moodle-peer criticism's effects on teamwork and interaction 1 2 3 4 5

6 Moodle-peer feedback has allowed me to learn a lot from my peers.

7 Moodle-peer feedback is a good way to interact socially.

8 Moodle-peer feedback provides an excellent opportunity for peers and teachers to exchange ideas.

9 When I needed help, I felt comfortable contacting the instructor and/or other students for clarification via synchronous/asynchronous chat conversation. iv

No Attitudes of Moodle-peer feedback in general 1 2 3 4 5

10 More effective writing practice than in the usual classroom came from synchronous/asynchronous chat discussions.

11 I spend more time in synchronous and asynchronous chat rooms than in normal classes.

12 My participation in studies was enhanced through synchronous and asynchronous chat discussion activities.

13 My synchronous/asynchronous chat discussion experience was positive.

14 After completing this course, I can confidently state that I have improved as a writer.

No Discussion in Moodle-peer feedback: Attitudes of enjoyment 1 2 3 4 5

15 During the synchronous/asynchronous chat conversation, I felt anxious.

16 During the synchronous/asynchronous chat conversation, I felt anxious.

17 Online chats, in my opinion, grow into engaging debates.

18 During synchronous/ asynchronous chat discussions, the opinions of my peers fascinate me.

19 My interest in learning grows as a result of synchronous and asynchronous chat interactions.

20 I appreciate synchronous and asynchronous online chat discussions. v

No Motivational attitudes in Moodle based on peer feedback 1 2 3 4 5

21 Moodle-peer feedback encourages me to continue learning.

22 Moodle-peer feedback encourages me to continue learning.

23 Moodle-peer feedback encourages me to do my best job.

24 For this course, the Moodle format is acceptable and effective.

25 For this writing course, Moodle proved to be a useful tool.

26 On Moodle, I enjoy working with peers via computer-mediated synchronous/asynchronous chat discussion.

27 I feel free to express myself and ask questions when I utilize Moodle.

28 In the future, I would like to use Moodle in my English classes. vi

(Dành cho sinh viên không chuyên tiếng Anh trường Đại học Bà Rịa-Vũng Tàu tham gia trả lời bảng câu hỏi sau)

Xin chào các bạn sinh viên!

Tôi đang nghiên cứu việc áp dụng phản hồi từ người học cùng với bạn dựa trên nền tảng Moodle nhằm cải thiện kĩ năng viết cho sinh viên Tôi đảm bảo rằng thông tin cá nhân của các em sẽ không bị đưa ra bên ngoài Điểm số của các bạn trong khóa học sẽ không liên quan câu hỏi khảo sát

Với mỗi câu khảo sát bên dưới, vui lòng chỉ đánh một dấu (✔) duy nhất vào câu trả lời theo bạn là hợp lý nhất

Chân thành cảm ơn sự hợp tác của các bạn!

1-Rất không đồng ý, 2-Không đồng ý, 3- Trung lập, 4- Đồng ý, 5-Rất đồng ý

STT Moodle-peer criticism's effects on teamwork and interaction 1 2 3 4 5

1 Phản hồi từ người ngang hàng trên Moodle đã giúp tôi nâng cao kỹ năng viết tổng thể của mình

2 Moodle-peer feedback has allowed me to learn a lot from my peers

3 Moodle-peer feedback is a good way to interact socially

Moodle-peer feedback provides an excellent opportunity for peers and teachers to exchange ideas vii

5 Việc học của tôi được hưởng lợi từ phản hồi của Moodle-peer

Phản hồi từ bạn học dựa vào nền tảng web có tác động đến việc tương tác trogn khi làm việc nhóm 1 2 3 4 5

Tôi đã học được khá nhiều điều thú vị từ những phản hồi từ những người ngang hàng trên Moodle

Phản hồi ngang hàng trên Moodle là cách tương tác xã hội tốt

Phản hồi ngang hàng trên Moodle cung cấp cơ hội tuyệt vời cho các đồng nghiệp và giáo viên trao đổi ý kiến

Khi cần trợ giúp, tôi cảm thấy thoải mái khi liên hệ với người hướng dẫn và / hoặc các sinh viên khác để làm rõ thông qua cuộc trò chuyện đồng bộ / không đồng bộ

STT Nhận thức về phản hồi ngang hàng của Moodle nói chung 1 2 3 4 5

10 Thông qua các cuộc trò chuyện đồng bộ/không đồng bộ trên nền tảng viết thì sẽ giúp tôi cải thiện kĩ năng viết

11 So với lớp học truyền thống, tôi thường xuyên đăng nhập web và tương tác với bạn học

12 Tôi được nghiên cứu nhiều hơn qua những cuộc thảo luận

13 Tôi luôn tích cực tham gia vào các buổi thảo luận với bạn học

14 Tôi khá tự tin về kĩ năng viết của mình sau khi hoàn thành các lớp học viết này viii

Thảo luận trong phản hồi ngang hàng trên Moodle: Nhận thức về sự thích thú 1 2 3 4 5

Trong cuộc trò chuyện đồng bộ / không đồng bộ, tôi cảm thấy lo lắng

Các cuộc trò chuyện trực tuyến, theo ý kiến của tôi, phát triển thành các cuộc tranh luận hấp dẫn

Tôi luôn hào hứng với những phản hồi của bạn bè khi học viết trên Moodle

Mối quan tâm của tôi đối với việc học tập tăng lên do kết quả của các tương tác trò chuyện đồng bộ và không đồng bộ

Tôi đánh giá cao các buổi trao đổi với bạn cùng học trên Moodle

Tôi luôn sẵn sàng tham gia thảo luận và chia sẻ kiến thức với bạn cùng học trên nền tảng web ix

Nhận thức về động lực trong Moodle dựa trên phản hồi của bạn bè

Phản hồi của bạn trên Moodle khuyến khích tôi tiếp tục học hỏi

Phản hồi của bạn trên Moodle khuyến khích tôi làm tốt nhất công việc của mình

23 Đối với khóa học này, định dạng Moodle được chấp nhận và hiệu quả

24 Đối với khóa học viết này, Moodle tỏ ra là một công cụ hữu ích

Nhờ có hệ thống học trực tuyến mà tôi dễ dàng trao đổi với bạn cùng học hơn

Tôi thoải mái thể hiện bản thân và đặt câu hỏi khi sử dụng Moodle

Trong tương lai, tôi muốn sử dụng Moodle để học viết tiếng Anh

Việc học của tôi được cải thiện nhờ sử dụng Moodle.

Tiêu đề	The Effects of Moodle-Peer Feedback on Students’ Writing Performance
Tác giả	Do Thi Nhu Nguyet
Người hướng dẫn	Pham Vu Phi Ho, Ph.D.
Trường học	Ba Ria-Vung Tau University
Chuyên ngành	TESOL
Thể loại	Thesis
Năm xuất bản	2022
Thành phố	Ba Ria-Vung Tau

Định dạng
Số trang	102
Dung lượng	1,56 MB