Teaching writing in large classes through peer tutoring in university of economic and technical industries

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES *** NGUYỄN THỊ NGỌC ANH TEACHING WRITING IN LARGE CLASSES THROUGH PEER TUTORING IN UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES DẠY KĨ NĂNG VIẾT Ở LỚP ĐÔNG THÔNG QUA HOẠT ĐỘNG TRỢ GIẢNG GIỮA NGƯỜI HỌC VỚI NGƯỜI HỌC TẠI TRƯỜNG ĐẠI HỌC KINH TẾ-KỸ THUẬT CÔNG NGHIỆP M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 601410 HANOI - 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES *** NGUYỄN THỊ NGỌC ANH TEACHING WRITING IN LARGE CLASSES THROUGH PEER TUTORING IN UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES DẠY KĨ NĂNG VIẾT Ở LỚP ĐÔNG THÔNG QUA HOẠT ĐỘNG TRỢ GIẢNG GIỮA NGƯỜI HỌC VỚI NGƯỜI HỌC TẠI TRƯỜNG ĐẠI HỌC KINH TẾ-KỸ THUẬT CÔNG NGHIỆP M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 601410 Supervisor: Phan Thị Vân Quyên, M.A HANOI - 2011 iii ABSTRACT This study was carry out to investigate (1) current situations of use of peer tutoring in large writing classes (2) advantages of use of peer tutoring in large writing classes and ( 3) difficulties of use of peer tutoring in large writing classes 250 students and teachers are asked to answer survey questionnaires In addition, to clarify the issues raising from the questionnaires, interview and classroom observation were conducted The result showed the evaluation of students and teachers toward use of peer tutoring in large writing classes Because of large-size classes, writing stages is often used peers and teachers mainly use dyadic fixed-role tutoring and match peers based on their students’ knowledge In contrast, students appreciated the effectiveness of dyadic reciprocal-role tutoring In terms of advantages, both of them have the same ideas of advantages in peer tutoring such as: establishing close relationships, providing real audience for writer and reducing discomfort in large writing classes There is little contrast but it is not considerable Besides, in terms of difficulties in peer tutoring, three most difficult issues are listed by both students and teachers: lack of facilities in classes and time iv TABLE OF CONTENTS PART A: INTRODUCTION Rationale of the study Aims of the study and research questions Scope of the study Research methodology Design of the study PART B: DEVELOPMENT 1.1 An overview of teaching writing 1.1.1 Teaching writing 1.1.2 Writing versus speaking 1.1.3 Approaches to teaching writing 1.1.3.1 Approaches to teaching writing 1.1.3.2 Controlled to Free Approach………………….………………………… 1.1.3.3 Free-Writing Approach ………………………………………………… 1.1.3.7.1 Pre-writing ………………….…………………………… ………… 1.1.3.7.1.4 Interviewing………………………………… ………… … …… 1.1.3.7.2 Writing stage…………………………………… ……… ………… 1.1.3.7.3 Post-writing stage ……………………………………… …… …… 1.2 Large classes 1.2.1 Definition of large classes 1.2.2 Problems of large classes …………………………………… ……… 1.3 Peer tutoring 1.3.1 What is peer tutoring? …………………………………… ……… ………… v 1.3.2 Criteria for matching peers………………………………… ……… ………… 11 1.3.3 Formats of peer tutoring ………………………………… ……… ………… 12 1.3.4 Advantages and difficulties of peer tutoring…………………………………… 13 1.3.4.1 Advantages of peer tutoring…………………………………… ……… …… 13 1.3.4.1.1 At the student level …………………………………… ……… ………… 13 1.3.4.1.2 At the teacher level …………………………………… ……… ………… 13 1.3.4.1.3 At the system level …………………………………… ……… ……… 14 1.3.4.2 Difficulties in peer tutoring…………………………………… ……… …… 14 1.4 Teaching writing in large classes through peer tutoring ……………………… 15 1.4.1 Using peer tutoring in stages of process writing……………………………… 15 1.4.1.1 Peer tutoring in Pre - writing stage…………………………………… ……… 15 1.4.1.2 Peer tutoring in Writing stage…………………………………… ……… … 15 1.4.1.3 Peer tutoring in Post- Writing stage…………………………………… …… 16 1.5 Effectiveness of using peer tutoring in large writing classes……………………… 16 1.6 Summary…………………………………… ……… ………… ………………… 17 CHAPTER 2: METHODOLOGY 21 2.1 Context of the study 18 2.2 Methodology 18 2.2.2 Instruments 19 2.2.3 Data collection procedure 20 2.3 Summary 20 CHAPTER 3: DATA ANALYSIS AND FINDINGS 21 3.1 Data analysis 21 3.1.1 Data analysis from students’ survey questionnaire…………………………………21 3.1.1.1 Students’ evaluation of current situations of use of peer tutoring………… ……21 in large writing classes 3.1.1.1.1 Frequency of use of peer tutoring in writing classes in UNETI…………………21 3.1.1.1.2 Students’ evaluation of use of peer tutoring and writing stages…………… …21 3.1.1.1.3 Students’ evaluation of Formats of peer tutoring in large writing classes ……… 22 3.1.1.1.4 Students’ evaluation of currently-used criteria for matching peers ………… 23 3.1.1.2 Students’ evaluation of Advantages of peer tutoring in large writing classes … 24 3.1.1.3 Students’ evaluation of Difficulties of peer tutoring in large writing classes ……25 vi 3.1.2 Data analysis from teachers’ survey questionnaire…………………………… … 26 3.1.2.1 Teachers’ evaluation of frequency of using peer tutoring………………… .…… 26 in writing classes in UNETI 3.1.2.2 Teachers’ use of use of peer tutoring and stages of writing ……… ………… 26 3.1.2.3 Teachers’ use of Formats of peer tutoring in large writing classes ……… … …27 3.1.2.4 Teachers’ Criteria of matching peers…………………………… 28 3.1.3 Teachers’ evaluation of Advantages of peer tutoring in large writing classes………29 3.2 Findings ………………………………………………………………………………30 3.2.1 Teachers and students’ evaluation of current situations of use of peer tutoring in large writing classes in UNETI……………………………………………… ………30 3.2.1.1 Frequency of use of peer tutoring in large classes……………………………… 30 3.2.1.2 Peer tutoring and stages of writing in large classes in UNETI ………………… 31 3.2.1.3 Formats of peer tutoring in large writing classes in UNETI …………………… 31 3.2.1.4 Criteria of matching peers in large writing classes in UNETI ………………… 31 3.2.1.5 Advantages of peer tutoring in large writing classes in UNETI …………………32 3.2.1.6 Difficulties of peer tutoring in large writing classes in UNETI ………………… 33 3.3 Summary …………………………………………………………………………… 34 CHAPTER FOUR: RECOMMENDATIONS………………………………………… 35 4.1 Upgrading facilities in classes…………………………….………………………… 35 4.2 Improving some class activities …………………….………………………………36 4.2.1 Combining three formats of tutoring……………………………………… ……….36 4.2.2 Encouraging students to communicate in English………………….………….… 36 4.2.3 Bettering the activities of pre-writing stage…………………….………………… 36 4.2.3 Identifying the purpose and audience……………… ….……………… 36 4.2.3 Analyzing models…………………….………………………………… 36 4.2.3 Brainstorming …………………….……………….…………………… 37 4.2.3.4 Interviewing…………………….………………… …………………… 37 4.2.3 Asking journalists’ question …………………….……………………… 38 4.2.4 Bettering the activities of post-writing stage…………………….………………… 38 4.2.5 Training students as tutors………………………….……………………………… 38 4.3 Summary………………………….……………………………… ……………… 39 PART C: CONCLUSION 40 Summary and conclusion of the study 40 vii Limitations of the study 41 Recommendations for further study 41 References 42 Appendix A Appendix B Appendix C Appendix D Appendix F viii LIST OF FIGURES & TABLES Figure 1: Students’ evaluation of frequency of using peer tutoring in writing……… 21 classes in UNETI Figure 2: Students’ evaluation of advantages of peer tutoring in large writing classes….25 Figure 3: Students’ evaluation of difficulties of peer tutoring in large classes………… 25 Figure 4: Teachers’ evaluation of frequency of using peer tutoring in writing classes… 26 in UNETI Figure : Teachers’ evaluation of advantages of peer tutoring in large writing…………29 Figure 6: Teachers’ evaluation of difficulties of peer tutoring in large classes………… 30 Figure 7: Teachers & Students’ evaluation of use of peer tutoring in large writing …… 31 classes Figure 8: Teachers & Students’ evaluation of advantages of peer tutoring in large …… 32 writing classes Figure 9: Teachers & Students’ evaluation of difficulties of peer tutoring in large………33 writing classes Table 1: Challenges to teachers and students…………………………………………….10 Table 2: Frequency of using peer tutoring in large writing classes………………………22 Table 3: Students’ evaluation of frequency of teacher’s using formats of peer ……… 23 tutoring Table 4: Students’ evaluation of Effectiveness of teacher’s using formats of …………23 peer tutoring Table 5: Students’ evaluation of frequency of using criteria of matching peers……………23 Table 6: Teachers’ evaluation of Frequency of using peer tutoring in stages ………… 24 of writing Table 7: Teachers’ evaluation of Effectiveness of using peer tutoring in ………………27 stages of writing………………………………………………………………….27 Table 8: Teachers’ evaluation of Frequency of teacher’s using formats of …………… 27 peer tutoring Table 9: Teachers’ evaluation of Effectiveness of teacher’s using formats…………… 27 of peer tutoring Table 10 : Teachers’ evaluation of Frequency of using criteria of matching peers………… 28 Table 11: Teachers’ evaluation of Effectiveness of criteria of matching peers…………… 29 ix PART A: INTRODUCTION Rationale Numerous methodologies have emerged in the field of education throughout the centuries One of the methods is peer tutoring “Peer tutoring refers to the concept of students teaching other students in formal or informal learning situations that are delegated, planned or directed by the teacher” ( Wagner( 1982-5)) A lot of researches states that peer tutors are effective in helping students with the different stages of the writing process which is considered to be the most difficulty and complex skill in teaching and learning English language Moreover, Johnson and Johnson( 1975-37) showed that “ peer tutoring takes the pressure off the teacher by allowing her to teach a large group of students, at the same time, it allows the slow learners the individual attention they need.” Buckholt and Wodarski( 1978-50) added that “ peer tutoring can reduce anxiety caused by vast differences in age, status, and background between students and teachers A peer tutor can may possible communicate more easily with a student” Therefore, peer tutoring has advantages of teaching in multi-level large classes It creates communicative opportunities as well as additional motivation for learning Also, the teachers not have to have difficulties in management and organization of large classes In addition, I have been teaching English in University of Economic and Technical Industries (UNETI) for at least three years I realize similar issues also have appeared in UNETI, which encourages me to conduct the study “Teaching writing in large classes through peer tutoring in UNETI” Aims of the study This study was aimed to: (1) Examine the current situations of using peer tutoring to teach large writing classes (2) Examine the advantages of use of peer tutoring in large writing classes (3) Examine the difficulties of use of peer tutoring in large writing classes Research questions The study was carried out in order to find out the answers to research questions II Formats Same year dyadic fixed-role Same year dyadic reciprocal Same year group tutoring How effective are the following formats? Formats Same year dyadic fixed-role Same year dyadic reciprocal Same year group tutoring What criteria your teachers use for matching peers? Factors Ability to work together Gender Knowledge How effective are these criteria? Factors III Ability to work together Gender Knowledge Part 2: Advantages of peer tutoring in large writing classes What are the advantage(s) of peer tutoring in large writing classes? Provides real audiences for writers Improves communication’s skills Improves composition skills Reduces discomfort in large classes Establishes close relationships Part 3: Difficulties of using peer tutoring in large writing classes Which of following difficulties you have when you participate in peer tutoring in your writing classes? Time allowance for writing lesson is not enough Facilities of classes are not well-equipped Reliability among students is not high Tasks of writing are not suitable THANK YOU FOR YOUR CO-OPERATION! IV Phụ lục A (Một câu hỏi hoàn thành sinh viên) BẢNG CÂU HỎI KHẢO SÁT (đối với sinh viên)) Câu hỏi điều tra thiết kế cho đề tài làm luận văn thạc sỹ "Dạy kĩ viết lớp đông thông qua hoạt động trợ giảng người học với người học trường Đại học Kinh tế-Kỹ Thuật Công Nghiệp " Vì tơi đánh giá cao việc bạn trả lời câu hỏi khảo sát Tất thông tin bạn cung cấp dành cho mục đích nghiên cứu bạn tin thông tin không đưa đề tài nghiên cứu khác Cảm ơn bạn nhiều hợp tác bạn Xin vui lòng đánh dấu (√) vào câu hỏi sau Giáo viên sử dụng hoạt động trợ giảng ngƣời học với ngƣời học lớp bạn chƣa? Luôn Đôi Không Nếu câu trả lời luôn đôi khi, xin vui lòng trả lời câu hỏi sau Phần 1: Thực trạng áp dụng hoạt động trợ giảng ngƣời học với ngƣời học học viết lớp đông? Giáo viên thƣờng xuyên sử dụng hoạt động trợ giảng ngƣời học với ngƣời học giai đoạn viết lớp học bạn? Giai đoạn viết Pre- writing Writing Post –writing V Bạn đánh giá nhƣ tính hiệu việc sử dụng Hoạt động trợ giảng ngƣời học với ngƣời học giai đoạn viết? Giai đoạn viết Pre- writing Writing Post –writing Giáo viên bạn thƣờng sử dụng hình thức hoạt động trợ giảng ngƣời học với ngƣời học nhƣ ? Hình thức Same-year dyadic fixed-role Same-year dyadic reciprocal-role Same-year group VI khóa học làm thành nhóm Bạn đánh giá hiệu hình thức hoạt động trợ giảng ngƣời học với ngƣời học nhƣ ? Hình thức Same-year dyadic fixed-role Same-year dyadic reciprocal-role Same-year group Giáo viên bạn thƣờng sử dung tiêu chí để ghép cặp đơi hoạt động trợ giảng ngƣời học với ngƣời học? Tiêu chí Khả làm việc Giới Tính Kiến thức Bạn đánh giá hiệu tiêu chí ghép cặp đôi hoạt động trợ giảng ngƣời học với ngƣời học? Tiêu chí VII Khả làm việc Giới Tính Kiến thức Phần 2: Ƣu điểm hoạt động trợ giảng ngƣời học với ngƣời học lớp viết đơng học sinh Bạn có nghĩ ƣu điểm hoạt động trợ giảng ngƣời học với ngƣời học lớp bạn dạy viết là: Có người đọc đọc bạn viết Cải thiện kỹ giao tiếp Cải thiện kỹ viết Giảm khó chịu lớp học đông Tạo mối quan hệ thân thiện học sinh lớp Phần 3: Những khó khăn việc sử dụng hoạt động trợ giảng ngƣời học với ngƣời học dạy viết lớp đơng Bạn có khó khăn bạn tham gia vào hoạt động trợ giảng ngƣời học với ngƣời học dạy viết lớp đông? Thời gian dành cho học viết không đủ để thực hoạt động trợ giảng người học với người học Cơ sở vật chất lớp học không trang bị tốt Độ tin cậy sinh viên chưa cao Bài tập viết chưa phù hợp CHÂN THÀNH CÁM ƠN SỰ CỘNG TÁC BẠN! VIII APPENDIX B (A questionnaire completed by teachers) SURVEY QUESTIONNAIRE (for teachers) This survey questionnaire is designed for my research into “Teaching writing in large classes through peer tutoring” Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose and you can be confident that you will not be identified in any discussion of the data Thank you very much for your cooperation Please give tick (√) or provide appropriate answer(s) for the following questions Have you ever used peer tutoring in teaching your large writing classes? Always Sometimes Never If answer is always or sometimes, please answer the following questions Part 1: Current situations of use of Peer tutoring used in large writing classes Do you often use peer tutoring in which stage(s) of writing in your large classes? Stages of writing Very often Sometimes Never Pre- writing Writing Post –writing How effective are these stages of writing used peer tutoring? Stages of writing Pre- writing Writing Post –writing IX How often you use the following formats of peer tutoring? Formats Same-year dyadic fixed-role Same-year dyadic reciprocal-role Same-year group How effective are the following formats? Formats Same-year dyadic fixedrole Same-year dyadic reciprocalrole Same-year group What criteria you use for matching peers? Factors X Ability to work together Gender Knowledge How effective are these criteria? Factors Ability to work together Gender Knowledge Part 2: Advantages of peer tutoring in large writing classes Do you think which advantage(s) of peer tutoring in large writing classes are? Provides real audiences for writers Improves communication’s skills Improves composition skills Reduces discomfort in large classes Establishes close relationships Part 3: Difficulties of using peer tutoring in large writing classes Which of following difficulties you have when using peer tutoring in your writing classes? Time allowance for writing lesson is not enough Facilities of classes are not well-equipped Reliability among students is not high Tasks of writing are not suitable THANK YOU FOR YOUR CO-OPERATION CLASS ROOM OBSERVATION Length of period: Place: Descriptive notes I - Pre-writing Brainstorming - Planning - Debating - Interviewing II Writing III Post- writing Class ends at XII APPENDIX D INTERVIEW QUESTIONS FOR TEACHERS Why you often use same-year dyadic fixed-role and same year group in your large writing classes? Why you use “knowledge” criterion to match peers in your classes? XIII APPENDIX E: Sample Checklist Content The paper     Addresses the topic or question Is factually accurate Accurately presents assigned author's or authors' viewpoint(s) Provides sufficient textual evidence to support your argument Structure The introduction  Is present in the paper  Includes a clearly stated thesis  Indicates how the paper is organized The body  Contains a complete discussion and support Each paragraph  Includes a topic sentence  Develops one main idea  Has a transition sentence linking it to the next paragraph The conclusion  Recaps the thesis statement and the essay's main points  Presents a closing statement of the writer's position Organization and Development The entire composition  Is logically organized  Has a solid argument with supporting evidence Main points  Are relevant to the thesis statement  Are discussed without repetition  Are easy to locate XIV Style The writing           Is concise and precise Is free of misspellings Is free of grammatical mistakes Lacks incomplete sentences Employs appropriate punctuation Includes subject/verb agreement Uses pronouns correctly Is free of sexist language Is free of jargon and cliches Cites references correctly XV APPENDIX F: GUIDLINE FOR TUTOR IN WRITING Planning - Before writing help your friend to plan what to say - Ask questions to help work out what to include - Help to work out the order of ideas/parts Writing You should say: - think of the first sentence - say it aloud st You repeat sentence - Does that sound right? Say it again st - How does the word begin? - Say the sentence as you write it - When a sentence is written ask your friend to check it before starting a new sentence Note: When your friend has problems with a word, pause and count to 10 before you say: - What is the word you want to write Note: Say it slowly- stretch it out, what can hear at the beginning, in the middle, at the end? Keep saying the word while you write what you can hear in the try column - Tick letters spelt correctly and fill in others….say: Now think of your next word or sentence Editing Questioning Ask your friend to read his/her story and ask questions to help them think about the changes they could make Make sure your questions link back to what your friend has written Checking for accuracy Remember to encourage your friend to use one or more of the following: Alphabet card/Word list/Dictionary Praise: Remember to praise your friend for: - Things they got right or corrected Things you enjoyed about their writing Don’t forget to have fun XVI ... situations of use of peer tutoring in large writing classes (2) advantages of use of peer tutoring in large writing classes and ( 3) difficulties of use of peer tutoring in large writing classes. .. Frequency of use of peer tutoring in large classes? ??…………………………… 30 3.2.1.2 Peer tutoring and stages of writing in large classes in UNETI ………………… 31 3.2.1.3 Formats of peer tutoring in large writing classes. .. situations of using peer tutoring to teach large writing classes (2) Examine the advantages of use of peer tutoring in large writing classes (3) Examine the difficulties of use of peer tutoring in large