A STUDY ON PEER RESPONSE VIA GOOGLE CLASSROOM ON AN ENGLISH TRANSLATION COURSE AT SCHOOL OF FOREIGN LANGUAGES – THAI NGUYEN UNIVERSITY

THAI NGUYEN UNIVERISITY SCHOOL OF FOREIGN LAGUAGES TO THI BICH THUY A STUDY ON PEER RESPONSE VIA GOOGLE CLASSROOM ON AN ENGLISH TRANSLATION COURSE AT SCHOOL OF FOREIGN LANGUAGES – THAI NGUYEN UNIVERSITY (Nghiên cứu phản hồi bạn học thông qua Google Classroom giảng dạy môn Biên dịch tiếng Anh Khoa Ngoại ngữ - Đại học Thái Nguyên) M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2020 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TO THI BICH THUY A STUDY ON PEER RESPONSE VIA GOOGLE CLASSROOM ON AN ENGLISH TRANSLATION COURSE AT SCHOOL OF FOREIGN LANGUAGES – THAI NGUYEN UNIVERSITY (Nghiên cứu phản hồi bạn học thông qua Google Classroom giảng dạy môn Biên dịch tiếng Anh Khoa Ngoại ngữ - Đại học Thái Nguyên) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Approved by Supervisor Dr Vu Kieu Hanh THAI NGUYEN – 2020 DECLARATION I hereby declare that no part of the enclosed Master Thesis has been copied or reproduced by me from any other‟s work without acknowledgement and that the thesis is originally written by me under strict guidance of my supervisor i ACKNOWLEDGEMENTS Sincerest and profound gratitude and appreciation are extended to all the persons who in their own special ways have made this dissertation a reality The author is most grateful to: Dr Vu Kieu Hanh, her adviser, for her dedication, enduring patience and concern, guidance, sincere hopes and encouragement for the researcher to finish the manuscript; The Panel of Examiners, for their invaluable comments, suggestions and recommendations to enhance the manuscript of this study; To the Learning Resource Center of Thai Nguyen University, for the valuable sources of books and references; To the authors and researchers of books and unpublished graduate theses that served as reliable source of data and information presented in the study; Special thanks to: Dr Dang Thi Thanh Huong, the Vice Rector of School of Foreign Languages – Thai Nguyen University, for her patience and support; The respondents of the study, for their active involvement Without their cooperation the result of this thesis may not be possible; Her loving classmates and colleagues, for endless support and friendship which inspires the researcher to put in her best in finishing the study; Her parents and sibling, for their encouragement, financial, moral and spiritual supports and for continuously believing that she can finish the task to the best of her abilities To Thi Bich Thuy ii ABSTRACT In teaching English, beside the four skills (reading, writing, listening and speaking), translating is often supposed to be one of the most necessary and difficult skills, for both the lecturers and the students have to face great challenges Traditional translation classes are boring and stressful, so finding ways to create a more dynamic, positive, and vibrant learning environment has always been one of the goals of translation teachers Based on previous studies that have shown certain benefits of peer response in the EFL translation and writing class, as well as the benefits of technology in teaching, this study is intended for finding out the effects of applying Peer responses through Google Classroom in an English Translation Course at School of Foreign Languages - Thai Nguyen University 27 students of English Language Teaching undergraduate program participated in this study They were then given questionnaires to refine and provide information to the writer, from which, combined with data from classroom observations and assessment of student‟s translations drafts, the author obtained the results of the study The study shows that, thanks to the application of peer response via Google Classroom, not only the student‟s motivation, engagement and interaction have greatly increased, but also the student‟s translation skills have significantly improved This study is a valuable reference for researchers, teachers of translation courses and others interested in the field Keywords: Peer response, Google Classroom, English Translation Course iii TABLE OF CONTENT DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii ABBREVIATIONS vi LISTS OF TABLES vii CHAPTER I: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study 1.3 Objectives of the study 1.4 Research Questions 1.5 Scope and limitation 1.6 Significance of the study 1.7 Design of the study 1.8 Definition of terms CHAPTER 2: LITERATURE REVIEW 2.1 Review of literature 2.1.1 Collaborative learning 2.1.2.Peer response 2.1.3 Peer response in translation training 13 2.1.4 Peer response on translation courses via Google Classroom 16 2.2 Related studies 17 2.3.Present status of learning and teaching Translation in School of Foreign Languages – Thai Nguyen University 19 2.3.1 Courses 19 2.3.2 Teachers/Tutors 20 2.3.3 Students 21 CHAPTER 3: RESEARCH METHODOLOGY 24 3.1 Research Questions 24 3.2 Research population and sample 24 iv 3.3 Research Context and Settings 24 3.4 Data Collection Instruments 26 3.4.1 Primary Data 26 3.4.2 Secondary data 28 3.5 Data Analysis 28 3.6 Summary 29 CHAPTER 4: FINDINGS AND DISCUSSION 30 4.1 Analysis and Findings 30 4.1.1 Profile of the respondents 30 4.1.2 Students‟ perceptions toward peer response and Google Classroom 32 4.1.3 Students‟ perceptions toward peer response via Google Classroom in 33 Translation Courses 33 4.1.4 The students learning outcomes 44 4.1.5 Class Observation 45 4.2 Discussion 48 CHAPTER 5: CONCLUSION 51 5.1 Summary of the research 51 5.2 Implications and Recommendations 53 REFERENCES 55 v ABBREVIATIONS EFL : English as a foreign language ESL : English as a second language ICT : Information and Communications Technology L1 : First language L2 : Second language LMS : Learning Management System SFL-TNU : School of Foreign Languages – Thai Nguyen University SL : Source language ST : Source text TEFL : Teaching English as a Foreign Language TESL : Teaching English as the Second Language TL : Target language WTO : World Trade Organization vi LISTS OF TABLES Table 1: Participant by age 31 Table 2: The students' experience of learning English 31 Table 3: Data of the effectiveness of Peer Response and Google Classroom 34 Table 4: Data of the factors affecting students‟ response to peer‟s works 36 Table 5: Data of the impact of peers‟ comments on students‟ correction of errors 38 Table 6: Data of respondent‟s rating of the convenience of Google Classroom in giving peer response 39 Table 7: Data of respondent‟s rating of the impact of commenting others‟ works on their self-revision 40 Table 8: Data of respondent‟s rating of the peer response‟s effect on students‟ next translation 41 vii LIST OF FIGURES Figure 1: Participants by gender 30 Figure 2: Students' perceptions toward Google Classroom 33 Figure 3: The Students‟ perceptions toward the effectiveness of Peer Response and Google Classroom 35 Figure 4: The factors influencing students‟ response to peer‟s works 37 Figure 5: The impact of peers‟ comments on students‟ correction of different errors 39 Figure 6: Students‟ evaluation of the convenience of the Google Classroom in making comments on peers‟ work 40 Figure 7: Students‟ assessment of the impact of commenting others‟ works on their self-revision 41 Figure 8: Students‟ assessment of Peer Response‟s Effect on Students‟ next Translation42 Figure 9: Change in Student‟s Outcomes 45 viii at Ho Chi Minh City Open University Journal of Science - HCMC Open University, 1(6), 68 –77 Phạm Vũ Phi Hổ (2015) Instructional Model in Teaching Translation and Interpretation: A case Study Journal of Science HCMC Open University, 8494 Phạm Vũ Phi Hổ (2016) Mơ Hình Giảng Dạy Mơn Biên Dịch Giảng Dạy BiênPhiên Dịch Bậc Đại Học Hồ Chí Minh: NXB Đại Học Quốc Gia TP HCM Pym, A (2003) Redefining translation competence in an electronic age: In defense of a minimalist approach Meta, XLVIII(4), 481-497 Rabbi F., Zakaria A., Tonmoy M., (2018) Teaching Listening Skill through Google Classroom: A Study at Tertiary Level in Bangladesh Razmjou, L (2004) To Be a Good Translator Translation Journal, 8(2) Retrieved March 13, 2015, from http://translationjournal.net/journal/28edu.htm Robinson, B., López Rodríguez, C., & Tercedor Sánchez, M (2006) SelfAssessment in Translator Training Perspectives, 14(2), 115-138 Rollinson, P (2005) Using Peer Feedback in the ESL Writing Class ELT Journal59 (1), 23-30 DOI: 10.1093/elt/cci003 Sadler, D (1998) Formative assessment: revisiting the territory Assessment in Education: Principles, Policy & Practice, 5(1), 77-84 Sager, C (1973) Improving the Quality of Written Composition Through Pupil Use of Rating Scale Sakolkarn Insai, Tongtip Poonlarp, More Heads Are Better than One: Peer Editing in a Translation Classroom of EFL Learners.PASAA, 54, 83-107 Searls-Ridge, C (2000) Thinking of taking up translation, or Good translators are made, not born? [position paper] Seattle: Translation and Interpretation Institution Shih, R C (2010) Blended learning using video – based blogs: Public speaking for English as a second language students.) Retrieved November 30, 2019, from: http://www.ascilite.ofg.au/ajet/ajet26/shih.html Stenhouse H (1975) An Introduction to Curriculum and Development, Methodology London, Heinemann 58 Stewart, D (2008) Vocational translation training into a foreign language Intralinea Retrieved on line translation 12 Journal, April 10 2020, 1-17 from: http://www.intralinea.org/review_articles/article/Translation_textbooks_trans lation_into_English_as_a_foreign_language Tomlinson B & Whittaker C., (2013) Blended Learning in English Language Teaching: Course Design and Implementation British Council Brand & Design Tran thi Thu Trang (2019) Teaching Interpretation at School of Foreign Languages: A brief Evaluation and Some Activity Examples TNU Journal of Science and Technology, 199(06), 23 – 29 Tsui, A.B.M and Ng, M (2000) Does Secondary L2 Writers Benefit from Peer Comments? Journal of Second Language Writing, 9,(147-170) Retrieved: May 30, 2020 http://dx.doi.org/10.1016/S1060-3743(00)00022-9 Vygotsky, L (1978) Interaction Between Learning and Development In G Cole (Ed.), Reading on the Development of Children (pp 34-40) New York: Scientific American Books Wakabashi, R (2013) The effects of the peer feedback process on reviewer‟s own writing English Language Teaching (9, 2013) 117-187 Wang, K., & Chong, H (2013) Accomplishment in the multitude of counsellors: Peer feedback in translation training Translation & Interpreting, 5(2), 62-75 Wong, King-shan, and Ronica (1999) The effectiveness of peer correction in reducing mistakes in English The university of Hong Kong Retrieved: May 30, 2020, from: http://dx.doi.org/10.5353/th b319611 Zaixi, T (1997) Reflections on the Science of Translation Babel, 43(4), 331 - 352 Zhong, Y (2002) Transcending the discourse of accuracy in the teaching of translation: theoretical deliberation 575-585 DOI: 10.7202/008037ar 59 and case study Meta, 47(4), Appendix PHIẾU ĐIỀU TRA SỐ Xin chào! Nhằm phục vụ cho đề tài „Nghiên cứu việc áp dụng hoạt động phản hồi bạn học thông qua Google Classroom lớp học Dịch Khoa Ngoại ngữ - Đại học Thái Nguyên‟, xây dựng phiếu điều tra để thu thập thơng tin có liên quan Mọi thơng tin mà bạn cung cấp có ý nghĩa to lớn với việc hoàn thiện đề tài hoàn toàn bảo mật, khơng có bên thứ tiếp cận với thông tin cá nhân mà bạn cung cấp Chúc bạn sức khỏe thành công! I Thông tin cá nhân Giới tính:  Nam Nữ Tuổi: ………………………………………………………………… Chuyên ngành: ……………………………… Bạn bắt đầu học tiếng Anh từ nào? II Thông tin chung hoạt động peer response (phản hồi bạn học) ứng dụng Google Classroom: 2.1 Peer response Bạn học mơn học có áp dụng hoạt động peer response chưa? Nếu có, (các) mơn học nào? ……………………………………………………………………… Theo bạn, hoạt động peer response hoạt động nào? …………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… Theo bạn, nhận xét hiệu làm người khác? ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… Theo bạn, làm để đưa nhận xét hiệu làm người khác? ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… Khi nhận nhận xét người khác làm mình, bạn làm gì? ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… 2.2 Google Classroom Bạn học mơn học có sử dụng Google Classroom chưa? Nếu có, mơn học nào? ……………………………………………………………………… Theo bạn, mục đích Google Classroom gì? ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… Theo bạn, làm Google Classroom? ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… Theo bạn, ưu điểm Google Classroom gì? ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… Theo bạn, nhược điểm Google Classroom gì? ……………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………… Xin chân thành cảm ơn bạn tham gia trả lời phiếu điều tra này! Appendix PHIẾU ĐIỀU TRA SỐ Xin chào! Nhằm phục vụ cho đề tài „Nghiên cứu việc áp dụng hoạt động phản hồi bạn học thông qua Google Classroom lớp học Dịch Khoa Ngoại ngữ - Đại học Thái Nguyên‟, xây dựng phiếu điều tra để thu thập thông tin có liên quan Mọi thơng tin mà bạn cung cấp có ý nghĩa to lớn với việc hồn thiện đề tài hoàn toàn bảo mật, khơng có bên thứ tiếp cận với thông tin cá nhân mà bạn cung cấp Chúc bạn sức khỏe thành công! Đánh giá bạn hoạt động peer response thông qua Google Classroom lớp học dịch ? Hãy đánh dấu (X) vào ô lựa chọn STT Câu hỏi Bạn đánh giá hiệu lớp học qua Google Classroom nào? Bạn đánh giá hiệu hoạt động peer response lớp học dịch nào? Bạn đánh giá hiệu hoạt động peer response thông qua Google Classroom nào? Rất khơng hiệu Khơng hiệu Bình Hiệu thường Rất hiệu 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 5.1 Theo bạn, Gần yếu tố khơng ảnh sau có ảnh hưởng hưởng đến việc đưa nhận xét làm bạn nhóm khơng? Kiến thức ngữ pháp tiếng Anh Kiến thức từ vựng tiếng Anh Kiến thức văn hóa xã hội quốc gia sử dụng tiếng Anh Kiến thức ngữ pháp tiếng Việt Kiến thức từ vựng tiếng Việt Kiến thức văn hóa xã hội Việt Nam Hiểu biết ngữ cảnh văn gốc Hiểu biết người đọc/người tiếp nhận dịch Nhận xét Rất bạn học giúp nhiều bạn sửa vấn đề về: Lỗi ngữ pháp Khơng ảnh hưởng nhiều Bình thường Có ảnh hưởng Rất có ảnh hưởng Nhiều Ít Rất Khơng có 5.2 5.3 5.4 5.5 5.6 Lỗi dùng từ Tính phù hợp (nội dung phù hợp với văn hóa người đọc/người tiếp nhận văn hay khơng, phù hợp với văn phong gốc hay không) Sự xác (dịch nội dung) Sự trơi chảy (sự liên kết câu, phần bài) Sự hồn thiện (dịch đủ nội dung) Bạn có cảm Rất không Không thấy thoải thoải thoải mái/thuận mái/không mái/không tiện nhận thuận tiện thuận tiện xét (1) (2) bạn thông quaGoogle Classroom không? Thông qua Không Rất việc đánh giá (1) (2) làm bạn nhóm, bạn có tự phát vấn đề làm Bình thường Thoải mái/thuậ n tiện Rất thoải mái/thuận tiện (3) (4) (5) Ít (3) Nhiều (4) Rất nhiều (5) không? Những nhận xét bạn nhóm có giúp ích cho bạn dịch không? Không (1) Rất (2) Ít (3) Nhiều (4) Rất nhiều (5) Bạn thích tham gia hoạt động peer response lớp học hay thông qua Google Classroom hơn? Tại sao? …………………………………………………………………… …………… …………………………………………………………………… …………… …………………………………………………………………… …………… 10 Bạn gặp khó khăn tham gia hoạt động peer response lớp học dịch thông qua Google Classroom? …………………………………………………………………… …………… …………………………………………………………………… …………… …………………………………………………………………… …………… …………………………………………………………………… …………… Xin chân thành cảm ơn bạn tham gia trả lời phiếu điều tra này! Appendix QUESTIONNAIRE Hello! We have developed this questionnaire in order to collect relevant information for the thesis “A study on the application of peer response via Google Classroom into the Translation courses at School of Foreign Languages - Thai Nguyen University” Please give your opinions by answering the questions below All information you provide means a great deal to this thesis and is completely confidential I Personal Information Sex: Male Age: ……………… What is your main field of study? Female ……………………………………………………………………… What courses you usually teach? ……………………………………………………………………… How long have you been teaching English Translation Courses? ……………………………………………………………………… II General information of Peer response and Google Classroom Have you ever applied peer response to any courses that you teach? If yes, what are those courses? ……………………………………………………………………… ……………………………………………………………………… Have you ever employed Google Classroom to any courses that you teach? If yes, what are those courses? ……………………………………………………………………… ……………………………………………………………………… III Peer response via Google Classroom in Translation Courses What impact you think peer response have on Translation Course? ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… How you evaluate the effects of peer response via Google Classroom into Translation Courses? ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… Do you have any difficulty when applying peer response in the Translation Courses? If yes, what are they? ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… What does a teacher have to notice when applying peer response via Google Classroom? ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… What are the benefits of applying peer response via Google Classroom? ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… Thank you very much for finishing in this questionnaire Appendix CLASS OBSERVATION CHECKLIST Name of Teacher: …………………………………………………………………… Name of Observation: ……………………………………………………………… Date: ………………………………………………………………………………… Legends: 3- Much/Many 2-Little/Few The Online Class (via Zoom) The teacher’s method The teacher gives comments and explanation The teacher encourages the students answer the questions and make comments on other‟s work The teacher accepts the students‟ translation as one of the appropriate answer The students’ engagement The students make comments on other‟ work The students answer the teacher‟s questions The students make questions/response to the teacher‟s comments The students’ interaction The students exchange ideas The students defend their opinions The quality of the students’ comments The students give simple/general comments on others‟ work 1- Not Displayed Comments The students give detailed/helped comments on other‟s work The errors found by the students Grammar Lexicon Accuracy Completeness Smoothness Tailoring Peer response via Google Classroom There are others‟ comments in the comment section The students‟ comments are simple/general The students‟ comments are detailed and useful The errors found by the students: Grammar Lexicon Accuracy Completeness Smoothness Tailoring When receiving peer response, students raise questions to clarify the ideas The students discuss, defend their own opinions The students accept peer response and revise their translation works Comments Appendix CLASS OBSERVATION’ RESULT Legends: 3- Much/Many 2-Little/Few 1- Not Displayed Week The Online Class (via Zoom) 4th 5th 7th 10th 13th The teacher’s method The teacher gives comments and 3 2 make 3 3 3 3 explanation The teacher encourages the students answer the questions and comments on other‟s work The teacher accepts the students‟ translation as one of the appropriate answer The students’ engagement The students make comments on other‟ work The students answer the teacher‟s 3 3 3 1 3 The students exchange ideas 1 3 The students defend their opinions 1 3 3 1 1 3 2 3 questions The students make questions/response to the teacher‟s comments The students’ interaction The quality of the students’ comments The students give simple/general comments on others‟ work The students give detailed/helped comments on other‟s work The errors found by the students Grammar Lexicon 1 2 Accuracy 3 Completeness 3 Smoothness 3 Tailoring 1 2 Peer response via Google Classroom Week 5th There are others‟ comments in the 7th 9th 11th 13th 3 3 1 1 3 Grammar 2 3 Lexicon 2 3 Accuracy 3 3 Completeness 3 3 Smoothness 3 3 Tailoring 2 2 students raise questions to clarify the 2 3 1 2 3 3 3 comment section The students‟ comments are simple/general The students‟ comments are detailed and useful The errors found by the students: When receiving peer response, ideas The students discuss, defend their own opinions The students accept peer response and revise their translation works Appendix STUDENT’S RECORDS TRANSLATION MODULE - GROUP: 04 Batch 40th Second Semester Student 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Score 7.5 5.3 5.3 5 5.5 5.5 5.3 3.2 6.5 5.8 5.8 5.6 5.6 5.5 7.8 6.4 5.8 6.5 4.5 Score 8.2 5.8 7 7.3 5.8 5.5 6,3 5.8 5.8 7.2 5.8 7.3 6.5 6.3 6.7 6.6 7.8 6.5 8.8 5.5 7.3 5.8 Academic year 2019 - 2020 Score 6.5 7.4 7.5 6.3 7.2 5.5 7.8 8.5 7.5 8.2 7 8.3 7.2 8.3 5.8 8.5 5.3 Score 9.3 7,0 8,0 8,0 8.1 8,0 7.4 8,0 8.3 7,0 6,0 8.5 9,0 8.2 8,0 8.6 8.7 7.8 7.6 8.8 8,0 9.5 8.8 6.5 8.5 8.8 6,0 Remarks ... peer responses in Translation Courses, peer responses in Translation Courses via Google Classroom, and the teaching and learning translation at School of Foreign Languages - Thai Nguyen University. . .THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TO THI BICH THUY A STUDY ON PEER RESPONSE VIA GOOGLE CLASSROOM ON AN ENGLISH TRANSLATION COURSE AT SCHOOL OF FOREIGN LANGUAGES – THAI NGUYEN. .. In a study on the status of teaching and learning Translation at Schoolof Foreign Languages – Thai Nguyen University, where translation is obligatory for all students majoring in English Language,