GRADUATION PAPER ENGLISH

MINISTRY OF EDUCATION AND TRAINING HOA SEN UNIVERSITY FACULTY OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF ENGLISH-AMERICAN LANGUAGE AND CULTURE GRADUATION PAPER Lecturers’ Perceptions towards the Use of Technology in Writing Formative Assessment Supervisors: Mr LỮ VĂN TUẤN – Mr ĐỖ SỸ HUY Student: LÊ THỊ THANH TUYỀN Student ID: 2144304 Class: TE1411 June 2018 ABSTRACT Formative assessment (FA) is a useful type of assessment to inform and scaffold students’ learning and adjust teaching content and methods In spite of beneficial effects of FA, it is a time-consuming process and needs a big attempt to apply it in teaching process Technology has its various functions which promise to assist teachers in FA Unfortunately, some teachers are not confident about the application of technology in FA The purpose of the current research is to explore teachers’ perceptions regarding the use of technology in FA, especially in writing By applying qualitative method, the researcher interviewed participants as lecturers in Department of English-American Language and Culture, at Hoa Sen University The findings show that the lecturers perceive the importance of technology in FA, particularly in writing assessment The significant advantages of implementing technology in FA are collecting, organizing and storing students’ paper and saving marking time Two main disadvantages are time-consuming for designing questions and learning how to use Besides, HSU lecturers frequently give face-to-face feedback to students rather than employing technological tools The process of proving feedback in writing also takes a lot of time and effort There are some challenges when using technology during assessment process which prevent lecturers from using technology in FA The results from this research are useful for those seeking to improve FA, particularly in assessing writing Key words: technology, writing formative assessment, i ACKNOWLEDGEMENTS First of all, I would like to thank two of my mentors at Hoa Sen University: Mr Lu Van Tuan from the Department of English-American Language and Culture and Mr Do Sy Huy from the General Education program for supporting and giving feedback throughout the process It would not have been possible to complete this dissertation without their encouragement, patience and guidance of my supervisors They assisted me and spent time with me taking into account my research questions and data analysis in order to help me get a better understanding of statistics Additionally, I am grateful to the six faculty members who took their time to participate in my research Through listening to their use of technology in formative assessment, I have learnt so much from each of them Finally, I also appreciate Hoa Sen University lecturers for giving me helpful recommendations and advices during my research They corrected my grammatical and structure mistakes when I handed in my report ii TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF FIGURES vii CHAPTER ONE: INTRODUCTION 1.1 Research Significance 1.2 Research Objectives 1.3 Research Questions .3 1.4 Research Layout CHAPTER TWO: LITERATURE REVIEW 2.1 Definition 2.1.1 Formative Assessment (FA) 2.1.2 The Use of Technology in Formative Assessment 2.2 The Use of Technological Tools in Formative Assessment 2.2.1 Computer Aided Assessment (CAA) Programs 2.2.2 Computer Aided Assessment (CAA) Programs for Assessing Writing 2.2.3 Connected Classroom Technologies (CCT) programs 10 2.3 Lecturers’ Perceptions of Applying Technology in FA 11 2.4 The Advantages and Disadvantages towards Using FA with Technology .12 2.4.1 Advantages 12 2.4.2 Disadvantages 14 2.5 FA Feedback on Writing Assignments .15 2.6 Factors Preventing Lecturers from Using Technology in Assessing Writing 17 CHAPTER THREE: METHODOLOGY .18 3.1 Research Design 18 3.2 Population 18 3.3 Research Instrument 19 3.4 Data Collection Procedures .19 3.5 Data Analysis 19 CHAPTER FOUR: FINDINGS AND DISCUSSION .20 iii 4.1 Hoa Sen University English Lecturers’ Perceptions of Integrating Technology in Writing FA 20 4.1.1 Technological Tools 20 4.1.2 Courses 21 4.1.3 Effectiveness of Technological Tools 22 4.1.4 Frequency of Using Technological Tools 24 4.2 The Advantages of Using Technology in FA 25 4.2.1 Capability of Monitor Students’ Learning and Acquisition 26 4.2.2 Offer of Remedies to Learners’ Needs and Instruction 26 4.2.3 Adjustment for Cognitive Processes 27 4.2.4 Administration 28 4.2.5 Communication 30 4.2.6 Personality 30 4.3 The Disadvantages of Using Technology in FA 31 4.3.1 Cognition 31 4.3.2 Experience 32 4.3.3 Time 32 4.3.4 Internet connection 32 4.4 FA Feedback on Writing Assignments .33 4.4.1 Process 33 4.4.2 Procedure 37 4.4.3 Frequency 38 4.5 Factors Preventing Lecturers from Using Technology in Assessing Writing 38 4.5.1 Obstacles 38 4.5.2 Potential 40 CHAPTER FIVE: CONCLUSION 41 5.1 Conclusion .41 5.2 Implications .42 5.3 Recommendations .43 5.3.1 For administrators 43 5.3.2 For lecturers 44 5.3.3 For students 44 5.4 Limitations 44 APPENDICES 46 iv Appendix A: Hoa Sen University Interview Consent Form 46 Appendix B: Interview Protocol 48 Appendix E: Coding 53 REFERENCES 64 v LIST OF TABLES Table 4.1: Software Programs Used by Hoa Sen University English Lecturers 20 Table 4.2: Technology Applied in Current Courses 21 Table 4.3: English Lecturers’ Perceptions of Effectiveness of Integrating Technology in Writing FA .22 Table 4.4: The Advantages of Using Technology in FA .25 Table 4.5: The Disadvantages of Using Technology in FA .31 Table 4.6: Factors Preventing Lecturers from Using Technology in Assessing Writing 39 vi LIST OF FIGURES Figure 1: The Traditional Process and the Connected Classroom .35 Figure 2: The Traditional Process versus Technology-based Process in Writing Class 36 Figure 3: The Ways Lecturers Give Feedback on Students’ Writing Assignments 37 vii CHAPTER ONE: INTRODUCTION This chapter presents the background for this study topic, the significances, the objectives, the research questions and the research layout Technology has a potential and powerful role in formative assessment that boosts learning which concentrates on integration, conceptual knowledge as well as problem solving skills (Quellmalz, 2013) Formative assessment shows significant advantages to student learning process through giving feedback on the status of student comprehension and making decisions for instructions (Black and Wiliam, 1998a) Spector et.al (2016) state that nearly all learning environments nowadays involve and depend on technologies, such as hand-held devices, computers, whiteboards and the Internet Many learning activities require the Internet and timely feedback become more significant If students’ feedback is delayed, it will affect students’ improving learning and performance Therefore, lacking of integrating technologies in formative assessment is challenging for teachers to give timely and meaningful feedback In spite of the importance of technology in formative assessment, in Hoa Sen University, the taking full advantages of technological tools in this aspect of the lecturers is a main concern In particular, in writing courses, the majority of lecturers assess students’ writing by hand which considerable efforts to mark and take a long time to return because each class has approximately twenty to thirty students To conclude, the ways to reduce slow feedback stages based on using technology leads to this research In recent years, learning has become more interactive and formative assessment is considered more important than summative assessment because of the importance of continuous feedback which will assist students in learning Based on continuous feedback students can know their strengths and weaknesses (Baleni, 2015, Ho, 2016) Technology will help teachers in FA due to its advantages such as collecting students’ written work quickly, tracking student learning progress easily, storing and analyzing data systematically, and understanding instantly the gaps in students’ knowledge (Bennett & Cunningham, 2009; Looney, 2010; Black & William, 1998a) Many teachers are still not aware of benefits of the potential benefits of technologies in enhancing classroom assessment Teachers may not know how to apply technologies to classroom assessment or may focus on strengthening traditional approaches to assessment through paper work which neglects classroom interactions (Looney, 2010) 1.1 Research Significance Firstly, this study will in enhancing lecturers' perception of the important role of technology in FA, especially in writing assessment Another expected result is that technological tools can be considered to apply in writing in order to reduce lecturers’ workload and improve writing assessment quality Lastly, this study’s findings will alert department heads to lecturers’ obstacles when applying technology in FA This research stems from the problem that it takes so long for lecturers to give students writing feedbacks while available technological tools for this purpose are not taken advantages to the full In particular, in writing courses, the majority of lecturers assess students’ writing by hand where considerable efforts are made to mark and return papers to approximately twenty to thirty students per class In particular, at Hoa Sen University, this is the first research of perceptions of lecturers towards the use of technology in formative assessment, especially in Department of English-American Language and Culture It is important to understand teachers’ perceptions of integrating technology into formative assessment For lecturers, they may apply some software or applications in their lesson in the future in order to make use of the advantages of technology in formative assessment, especially in assessing writing For students, they can study more exciting and responsible for their performance For educational systems in Vietnam, this research may give a new insight into creating and developing teaching method and assessment 1.2 Research Objectives The main purpose of the current study is to explore perception of lecturers towards using technology in formative assessment The widespread use of technology can assist teachers in gathering timely and precise information of students’ performance to make decisions for instruction and boost student learning Moreover, this dissertation will examine the advantages and disadvantages when lecturers utilize technology in formative assessment and the ways they give feedback on writing assessments Besides, this study has the potential to inform and identify factors which prevent lecturers from using technology in assessing writing khơng thể tham gia có lớp dạy 12 không ảnh hưởng 12 nhiều đến việc dạy chưa tận dụng hết công cụ marking turnitin, GV biết việc sử dụng online tiết kiệm nhiều thời gian khơng biết sử dụng nên phần lớn chấm tay kiểu truyền thống tốn nhiều thời gian làm việc nhà Việc viết FB cho cá nhân gửi qua mạng SV biết đc FB GV khơng cần lên lớp nói chuyện với bạn thời gian gửi FB mạng có thuận lợi khơng biết FB FB lớp bạn khác nghe > máy kết người biết 11 create a stressful 11 be time-consuming Internet connection, GV phụ thuộc cơng nghệ k có khơng đánh giá 12 it is discruptive When 12 làm at the start it can be time-consuming but when you develop it, it is ok 11 be time-consuming 11 tốn thời gian học cách 57 be unfamiliarity with sử dụng, tối ưu phần technology mềm 12 Sửa giấy tốt 12 thay đổi giao diện Ban đầu hơn.Sv dễ thấy phản chưa quen khó khăn Cần hồi giấy có giao diện user-friendly Formative Feedback Đưa chủ đề >Viết Đưa chủ đề >chọn chủ đề nháp >Đổi cho >Làm việc nhóm thảo luận ý bạn >Viết lại lần > chủ đề cho từ > Cơ TA chấm vựng > nhóm đưa + chấm trả lại outline > cá nhân tự triển khai +TA chấm mình(viết nhà) xem >email lại >trả tên lớp Không có thời gian Turnitin(Nộp trễ điểm) > nói chuyện em - SV -> Cô TA gom >TA sửa khoảng 10-15 lỗi FB+chấm show lên cho khoảng tuần) in >Gv (Viết lớp xem > lớp phát lỗi sai sửa (2 lớp TA có nhiều lỗi tốn thời gian rút xuống khoảng 15 câu ngắn gọc đỡ chán) Both (cả 3) Written nhiều hơn, Positive &Negative, Detail &General Peer FB 4-5 lần đổi học kì viết 4-5 + 58 cho outline Từng chấm xong Individual toàn lớp (khối lượng cviec nhiều nên (Individual+General) thu thập lỗi để sửa chung lớp) Yes Yes check paper >write bước viết: choose topic down >brainstorm >outline comments >write down error >write draft >peer >discuss to them in correction >revise detail >complete Gv give FB giấy Microsoft Word >SV viết lại lần cuối Nộp lấy điểm orally and Written nhiều hơn, Positive witten positive &Negative, Detail &General detail and general every Thường xuyên tuần essays, depends on schedule: viết, học kì 4-5 give assisgment this week next week give FB 1-2 weeks individually and lớp khơng có thời gian whole class sửa cá nhân nên GV nhà sửa cho cá nhân Trên lớp sửa chung cho lớp tránh lỗi sai chung yes Yes 59 Trên lớp: Topic gợi Topic >đưa >Viết >TA >GV ý+brainstorm >Develop đọc lại lỗi cần bổ basic outline (tránh lạc đề) > sung Dựa vào tình Viết lại detail outline+ essays hình chung Deadline week >submit FB >TA nhận tổng hợp Ở nhà: Topic >về lỗi thường mắc phải nhà Viết >in > GV review >trả > TA >GV đề cập đến mistakes Đến phát giải mà nhiều bạn mắc phải lớp để đưa thích cho bạn Giải thích chung cho lớp có hạn chế, điểm mạnh orally and witten orally and positive & negative positive detail and general detail and general nhận đc tuần rưỡi- tuần trả cần FB tháng 1-2 công đoạn TA review > 1-3 tuần công việc GV giáo essays/học kỳ viên nhiều & witten negative review không chấm, sửa kịp Bài tập nhà 68 individually and individually and whole class Viết 1,2 sửa whole class 3,4 khơng đc mắc lại Sửa chi tiết đỏ hết yes yes 60 Obstacles Not familiar Not familiar Chỉ sử dụng Teaching Teaching E-learning workload workload lần SV Lack of Needing time Needing extra time extra làm đến tuần 8-9 co time vài em làm Chỉ chiếm 10% on-going assessment nên SV không quan tâm Grammar + Linking words: khơng sử dụng, pháp Đ/v môn Viết cô Công việc thích cách khoa truyền thống Khơng đến tay em người có kinh biết nghiệm để hỏi Yes Nếu đc tập Yes huấn khích Sv nên làm Khuyến để tự chỉnh sửa lỗi 61 ngữ ngữ pháp Yes Yes teaching not workload, lack of familiar to work time because of packed school with technology a Lack of access to technology curriculum and resoures exams no Vn chủ yếu phương pháp truyền thống, không sử dụng phần mềm nhiều Không biết phần mềm thích hợp yes yes Tất ngành khác ứng dụng công nghệ nên ứng dụng cnghe giảng dạy cần thiết Cần workshop yes yes teaching Lack of access to workload, lack of technology time because of packed school resources a 62 curriculum and exams Needing extra time no Chưa đc giới thiệu phổ biến Tự tìm tịi thời gian Những phần mềm chất lượng cần có quyền Trả phí yes Ứng dụng yes Nếu dễ dàng công nghệ sử dụng có hiệu giảng 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Software Programs Used by Hoa Sen University English Lecturers 20 Table 4.2: Technology Applied in Current Courses 21 Table 4.3: English Lecturers’ Perceptions of Effectiveness... to assign essays in English, Spanish or Chinese Their students can receive feedback provided by their teachers and the system with the same language, native language or in English Students can... general, Hoa Sen University English lecturers perceived that they used technology in FA with the high frequency The possible reason for these results might be that English lecturers have experiences