Nghiên cứu phản hồi của bạn học thông qua google classroom trong giảng dạy môn biên dịch tiếng anh tại khoa ngoại ngữ đại học thái nguyên

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Thai Nguyen University, for the valuable sources of books and references; To the authors and researchers of books and unpublished graduate theses that served as reliable source of data and information presented in the study; Special thanks to: Dr Dang Thi Thanh Huong, the Vice Rector of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 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 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 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 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 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 Methodology London, Heinemann 58 Curriculum and Development, 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 and 575-585 DOI: 10.7202/008037ar 59 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 tồn bảo mật, khơng có bên thứ tiếp cận với thông tin cá nhân mà bạn cung cấp Chúc bạn sức khỏe thành cơng! I Thơng 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) môn 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 môn 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 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! Đánh giá bạn hoạt động peer response thông qua Google Classroom lớp học dịch ? Hãy đánh dấu (X) vào ô lựa chọn S T T1 R K B H Cấth hh t ì iệ â i i h Bu ạhi ệh ọc G oC la n h B ạhi ệh op ee t r o nB ạhi ệh op et h G oC la n h R ấq u 4 T G h kh ầ n h ônh sa u h ư vi ệc n h v ới c ủ n h K iế n g ữ K iế từ v ự K iế v KB C R hảthì óh ất h hnườ ưn h 4 ă n 4 h K iế n g ữ K iế từ v ự K iế vă n hH iể n gvă nH iể n gđ ọc n hậ N h b b vạ ấL ỗi R ấn h N Í h t i RK ấ h t ô 5 Lỗi dùng Tính phù (nội dung hợp với hóa người đọc/n nhận gười văn hay khôn phù hợp văn phon gốc hay khơn g) Sự (dịch nội S ch ự (s ảyk gi câế ự ữa u, cá c cbà ủ i) Sự (dịch hồn đủ dung) Bạn có thấy thoải mái/t huận tiện xét bạn thôn qua Goog Class room khôn g? Thôn gviệc đánh làm bạn nhó m, tự phát R K B TR ất t ht t ì mh m ấ m hm h h áin ti t t h h ( K R Í h ấ (t NR h( ấ k h N h xé tc ù gi ú b ạn h d ị c K R Í NR h ấ (t h( ấ 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: T h T T he te ac T he te ac he T he te ac he T T h e Tst he st uT he st u de T T he T he T h eT he st u 3- Much/Many 1C o 2-Little/Few 1- Not Displayed T he st u5 T G L ex A cc C o S m Ta il P ee r re T he re T he st T he st T G L ex A cc C o S m Ta il W he n re T he st T he st C o m m Appendix CLASS OBSERVATION’ RESULT Legends: 3- Much/Many W e T 13 h t t t t th e1 The teacher’s method T he 3 2 te ac T he te 3 3 ac he T he te 2 3 ac he The students’ engagement T h 2 3 e Tst he 3 st uT he 1 3 st u3 The students’ interaction T 1 3 he T 1 3 he The quality of the students’ T he 3 1 st uT he 1 3 st u5 The errors found by the G 2 3 2-Little/Few 1- Not Displayed L 1 2 ex A 3 cc C 3 o S 3 m Ta 1 2 il P W ee e 1 r t t t re T 3 3 he re T 1 he st T 3 he st The errors found by the students: G 2 3 L 2 3 ex A 3 3 cc C 3 3 o S 3 3 m Ta 2 2 il W he 2 3 n re T 1 2 he st T 3 3 he st Appendix STUDENT’S RECORDS TRANSLATION MODULE - GROUP: 04 th Batch 40 S t 10 11 21 31 41 51 61 71 81 92 02 12 22 32 42 52 62 S S S c7 c8 c 7 5 6, 5 5 7 7 6 6 7 8 5 5 S R c9 e 8 8 8 8 8 7 8 8 Second Semester Academic year 2019 - 2020 ... 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. .. 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 –... Students' perceptions toward Google Classroom 11 19 70 To teach online New to Google Classroom No response Figure 2: Students' perceptions toward Google Classroom Regarding Google Classroom, 27/27 students