The implementation of selt and peer assesssment in an academic writing course at the faculty of english linguistics and literature, the university of social sciences and humanities, vietnam national uni

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES – HO CHI MINH CITY FACULTY OF ENGLISH LINGUISTICS AND LITERATURE - 000 - THE IMPLEMENTATION OF SELF AND PEER ASSESSSMENT IN AN ACADEMIC WRITING COURSE AT THE FACULTY OF ENGLISH LINGUISTICS AND LITERATURE, THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES, VIETNAM NATIONAL UNIVERSITY, HO CHI MINH CITY A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s Degree in TESOL By PHAM NGOC KIM TUYEN Supervised by NGUYEN THI HONG THAM, Ph.D HO CHI MINH CITY, SEPTEMBER 11, 2017 STATEMENT OF AUTHORSHIP I hereby certify my authorship of the thesis submitted today entitled: THE IMPLEMENTATION OF SELF AND PEER ASSESSMENT IN AN ACADEMIC WRITING COURSE AT THE FACULTY OF ENGLISH LINGUISTICS AND LITERATURE, THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES, VIETNAM NATIONAL UNIVERSITY, HO CHI MINH CITY In terms of the statement of Requirements for the Thesis in Master’s Program issued by the Higher Degree Committee The thesis has not been submitted for the award of any degrees or diplomas in any other situations Ho Chi Minh City, September 11, 2017 Phạm Ngọc Kim Tuyến i RETENTION AND USE OF THE THESIS I hereby state that I, Phạm Ngọc Kim Tuyến, being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Thesis deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of the thesis Ho Chi Minh City, September 11, 2017 Phạm Ngọc Kim Tuyến ii ACKNOWLEDGEMENTS First of all, I would like to express my deepest gratitude to Dr Nguyen Thi Hong Tham, my supervisor for her kind support and useful advice, without which I could not have finished this thesis Second, I am greatly thankful to the teacher in charge of the Academic Writing Class for her consent to implement self and peer assessment as her class activities I also gratefully thank her 24 students for their active participation in the self and peer assessment activities, and their responses to the questionnaires and interviews Without all their help and support, I could not have completed my research My most sincere thanks also go to my colleagues, friends, and students who continuously encouraged me and gave me a great deal of mental support Thanks to them, I felt more motivated and resilient to move forward to the last minute of the thesis writing Finally, I could not have finished my thesis without the priceless support from my husband and the other family members They helped to take care of my kids and housework, offering me more chance and time to work on the thesis iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix ABTRACT .x CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Aims of the study .4 1.3 Research questions 1.4 Significance of the study 1.5 The organization of the thesis CHAPTER LITERATURE REVIEW 2.1 SAPA in ELT 2.1.1 Definitions and characteristics of SAPA in ELT 2.1.2 Theoretical issues on SAPA 2.1.2.1 SAPA in formative assessment and assessment for learning 2.1.2.2 SAPA in alternatives in assessment 13 2.1.2.3 SA and learner autonomy and self-regulated learning 15 2.2 Academic writing .20 2.3 Benefits and challenges of SAPA in AW or EFL/ESL writing and in ELT 23 2.4 Conceptual framework .33 2.5 Chapter summary .34 CHAPTER RESEARCH METHODOLOGY 35 3.1 Research questions 35 iv 3.2 Research design .35 3.2.1 Qualitative research 36 3.2.2 Case study .37 3.2.3 Sampling method: purposive sampling 37 3.2.4 Research instrument: the researcher 38 3.3 Qualitative data collection methods 39 3.3.1 Qualitative questionnaire 39 3.3.2 Semi-structured interviews 40 3.3.3 Document analysis 41 3.4 Research setting and participants .41 3.5 Data collection and analysis .42 3.5.1 Data collection and analysis procedure 42 3.5.2 Data analysis method: Thematic analysis and thematic network 43 3.6 Chapter summary .46 CHAPTER DATA COLLECTION AND ANALYSIS 47 4.1 Student questionnaire and interviews 47 4.1.1 Students’ reasons for their attitudes towards SAPA .48 4.1.2 Students’ perceived benefits of SAPA for AW 52 4.1.3 Students’ difficulties in SAPA and their solutions 66 4.1.4 Students’ perspectives on the relationship between SAPA 73 4.2 Teacher interview 77 4.2.1 Teacher’s attitude towards SAPA 77 4.2.2 Teacher’s perceived benefits of SAPA for AW .78 4.2.3 Teacher’s perception of the students’ difficulties in SAPA 79 4.2.4 Teacher’s perspectives on the relationship between SAPA 80 4.3 Rating scale .81 4.3.1 The quantity of comments .81 4.3.2 The focus of comments 82 4.4 Student sample essays 83 v 4.4.1 Student 26’s writing (Cause and effect essay) .84 4.4.2 Student 31’s writing (Argumentative essay) .84 4.5 Chapter summary .85 CHAPTER DISCUSSION OF THE FINDINGS .86 5.1 Responses to research questions .86 5.1.1 Benefits of SAPA for AW abilities .86 5.1.2 Difficulties in SAPA 93 5.1.3 Ways to develop SAPA abilities 96 5.2 Chapter summary .98 CHAPTER CONCLUSIONS AND RECOMMENDATIONS 99 6.1 Conclusions .99 6.2 Recommendations 101 6.2.1 Recommendations to teachers 101 6.2.1 Recommendations to students 102 6.2.3 To the administrators of the EF, the USSH, VNU-HCMC 103 6.2.4 To other researchers 103 REFERENCES 104 APPENDIX 114 APPENDIX 119 APPENDIX 120 APPENDIX 121 APPENDIX 123 APPENDIX 126 APPENDIX 129 APPENDIX 131 APPENDIX 133 vi LIST OF ABBREVIATIONS (A) Assessor AW Academic writing ELT English language teaching I Interview P Participant PA Peer assessment Q Questionnaire SA Self assessment SAPA Self and peer assessment (T) Teacher The EF, the USSH, VNU-HCMC The Faculty of English Linguistics and Literature, the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City (W) Writer vii LIST OF TABLES Table 2.1 Summary of definitions of SAPA Table 2.2 Aspects of formative assessment 11 Table 2.3 Models for learner autonomy regarding areas of control 15 Table 2.4 Self-regulated learning strategies 17 Table 2.5 Characterizing features of SAPA practices in the current study 18 Table 2.6 Summary of AW characteristics and abilities 22 Table 2.7 Summary of SAPA benefits for AW or EFL/ESL writing 28 Table 2.8 Summary of difficulties in SAPA 31 Table 3.1 Summary of the research design of the study 46 Table 4.1 Quantity of SAPA comments 82 Table 4.2 Focuses of self and peer comments 83 Table 4.3 Summary of comments (3 SA, 21 PA by P35) on Student 26’s Writing (Cause and Effect Essay) 129 Table 4.4 Summary of comments (10 SA, 18 PA by P30) on Student 31’s Writing (Argumentative Essay) 133 Table 5.1 Summary of newly found and reviewed benefits of SAPA 87 Table 5.2 Summary of newly found and reviewed difficulties in SAPA 94 viii LIST OF FIGURES Figure 2.1 Conceptual framework for the study .33 Figure 3.1 Steps in conducting thematic networks analysis .45 Figure 4.1 Global theme: Nearly all students like PA for two main reasons 48 Figure 4.2 Global theme: The students have opposite attitudes towards SA 50 Figure 4.3 Global theme: The students perceive benefits from PA in three main ways 53 Figure 4.4 Global theme: The students perceive benefits from SA in three main ways 61 Figure 4.5 Global theme: The students have two difficulties in PA, and find two solutions 66 Figure 4.6 Global theme: The students have three difficulties in SA, and find two solutions 69 Figure 4.7 Global theme: SAPA support each other .73 ix APPENDIX TEACHER INTERVIEW QUESTIONS What is your attitude towards the implementation of the peer and self assessment in your classroom? In your opinion, how self and peer assessment activities help your students to improve their writing abilities? In your opinion, how self and peer assessment activities help your students to improve their assessment abilities? What difficulties you think your students encountered when they carried out the self and peer assessment activities? What should be done to help your students to deal with those problems? In what ways can you and your students to develop their assessment abilities? In your opinion, how self and peer assessment activities support each other? 120 APPENDIX THE RATING SCALE ACADEMIC WRITING COURSE (the EF, the USSH, VNU-HCMC) ASSESSMENT SHEET Writer name Assessor(s) Topic Essay Version Kind of essay Word count Writing Code Circle the number which closely describes your rating on each item, using the scales of = very poor; = poor; = average; = good; = excellent Criteria Descriptor Content 1.1 Topic relevance 1.1.1 All content is relevant to the topic addressed in the task requirement 1.2.1 The thesis statement clearly presents 1.2 Idea the topic and the writer’s position about the development topic 1.2.2 The thesis statement is well-supported 1.2.3 Each main point is well-supported Comments: Communicative Achievement 2.1.1 The writing has an appropriate 2.1 Task conventions format 2.1.2 The writing has a formal and academic style 2.2 Communication of 2.2.1 Both simple and complex ideas are straightforward and flexibly presented complex ideas 2.3 Readability 2.3.1 The writing is easy to follow and understand 2.4 Fulfillment of 2.4.1 The writing has a clear purpose in communicative accordance with the task requirement purposes Comments: 121 Your rating 5 1 2 3 4 5 5 5 Organization 3.1 Logical order 3.1.1 The ideas are logically arranged 3.2.1 The writing has an effective use of linking words and phrases 3.2.2 The writing has an effective use of transitional sentences 3.2.3 The sentences are linked to each other 1 2 3 4 5 5 4.1.1 The writing has a wide range of words 4.1 Vocabulary 4.1.2 The writing has an appropriate use of words 4.2.1 The writing has accurate grammar 4.2.2 The writing has a wide range of 4.2 Grammar grammar points 4.2.3 The writing has a wide variety of sentence structures 4.3.1 The writing has correct spelling 4.3 Other mechanics 4.3.2 The writing has correct punctuation 4.3.3 The writing has correct capitalization Comments: 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Overall impression General Comments 3.2 Coherence Comments: Language Strengths: Weaknesses: Suggestions: 122 APPENDIX THE COURSE SYLLABUS FOR ACADEMIC WRITING 123 124 125 APPENDIX STUDENT PARTICIPANT 26’S WRITING SAMPLE (Cause and effect essay) Writing topic: Explain the popularity of the reality programs First draft Thanks to the easy access to any information all over the world, people admit that we are living in the era of science and technology It is undeniable that science and technology have revolutionized modern life TV programs bring us a new look to perceive the world More and more people are into reality shows and gameshows, which are considered as spirit pills instead of watching the news from which we can broaden our knowledge Let’s see why reality programs are widely popular in every country Revised version Thanks to the easy access to any information all over the world, people admit that we are living in the era of science and technology It is undeniable that science and technology have revolutionized modern life TV programs bring us a new look to perceive the world More and more people are into reality shows and gameshows, which are considered as spirit pills instead of watching the news from which we can broaden our knowledge In my viewpoint, there are three factors responsible for popularity of reality shows and gameshows These two entertaining programs are the result from curiosity of viewers There is a saying that “Curiosity killed the cat”, however, in this case, we can say “Curiosity lures the public” Which factors my attract viewers’ interest The more valuable and mysterious things programs bring out the more people look forward to them Variety shows have a strategy to invite a chart-topping singer; a movie star or an influential figure in any field to play together with ordinary competitors Many people simply adore these shows because they want to grab every moment of their idols on these shows Nevertheless, famous stars are not the only appealing factors, valuable awards is another attracting factor to make a reality program get considerable fame Valuable awards boast the competitors’ enthusiasm so that the show These two entertaining programs are the result from curiosity of viewers There is a saying that “Curiosity killed the cat”, however, in this case, we can say “Curiosity lures the public” Which factors my attract viewers’ interest The more valuable and mysterious things programs bring out the more people look forward to them Variety shows have a strategy to invite a chart-topping singer; a movie star or an influential figure in any field to play together with ordinary competitors Many people simply adore these shows because they want to grab every moment of their idols on these shows Nevertheless, famous stars are not the only appealing factors, valuable awards is another attracting factor to make a reality program get considerable fame Valuable awards boast the competitors’ enthusiasm so that the show 126 becomes a competitive playing field People tend to be attracted by ambitious competitors Moreover, the people, who are watching these TV shows at home, want to seize an opportunity to participate in these game shows on the purpose of bringing home valuable and memorable awards becomes a competitive playing field People tend to be attracted by ambitious competitors Moreover, the people, who are watching these TV shows at home, want to seize an opportunity to participate in these game shows on the purpose of bringing home valuable and memorable awards This curiosity of public brings about This curiosity of public brings about dominant influence for the reality dominant influence for the reality programs programs The trend in fashion and make-up of famous competitors rises up new styles in the youth’s trend How the competitors say and behave greatly influences on viewers, especially on children If the players have a good manner and a sense of fair play, they build up a good reputation for the show Otherwise, they show their rudeness and use pranks to win the award, this prospect absolutely brings about bad reputation and scandals Besides making a new trend, the third cause for the popularity is the reality part of the shows Most of the scenes are not scripted and views want to see how each character react to each situation These entertaining shows seem to be a minor of our real life because everyone can find theirselves in each situation which is based on familiar social activities happening in ordinary way However, in reality shows, these situation are considered less serious and more humorous with the aim of Besides making a new trend, reality shows reducing stress from real life that audiences and game shows also give inspiration for have suffered not only the player but also the viewers The player wins an award and attracts the In brief, the combination of the curiosity of attention of public The more well know public, setting a new trend in fashion and he/she is, the more social relationships they behavior in lifestyle and the concept of can build up Whatever job we do, good realism has enhanced the popularity of relationship help us soon promoted In term reality shows and gameshows of the viewers, they witness a success story of an ordinary person Despite how much that story influence on them, it may inspire them to register the program with the view to finding their own success story It is true to say that creative mind is the heart of reality shows because producers’ schemes succeed in attracting more and more competitors and viewers 127 In brief, thanks to the curiosity of public, reality programs are widely accepted by the majority of viewers As long as these entertaining programs can start a trend of good manner and exemplary behavior and inspire people to find their own successful life story through variety shows or by their effort in northing 128 APPENDIX TABLE 4.3 SUMMARY OF COMMENTS (3 self comments, 21 peer comments by Participant 35) ON STUDENT 26’S WRITING (Cause and effect essay) Note: (SA) refers to the (W)’s comments, while (PA) refers to P35’s Criteria Content 1.1 Topic relevance 1.2 Idea development Comments Some ideas are irrelevant (the 4th par) The ideas are all over the place (weakness) Should understand the topic better (suggestion) Understand the topic fully (suggestion) The last sentence in paragraph is off topic (weakness) (SA) The thesis is not clearly stated (the topic and the type of essay is unclear) Introduce more relevant points (suggestion) Make an outline before writing to produce effective points (suggestion) The 3rd argument is not convincing enough (weakness) (SA) Communicative Achievement 2.1 Task conventions The thesis statement as an invitation → not formal 2.2 Communication of The ideas are not complex straightforward and complex ideas 2.3 Readability The writing is all over the place → not easy to follow The main point are not stated (cause and effect) → hard to understand 2.4 Fulfillment of communicative NONE purposes Organization 3.1 Logical order The ideas are somewhat messily placed (the organization does not follow any model) 3.2 Coherence There are not enough linking words The transitional sentences are unavailable The sentences are not logically linked → they are very irrelevant to: the topic, each other Linking words and phrases (weakness) Language 4.1 Vocabulary The use of words is appropriate 129 4.2 Grammar 4.3 Other mechanics There is a lot of avoidable repetition of words Correct use of words (strength) Use thesaurus to find synonyms (suggestion) Use many unique words (strength) (SA) The grammars are normal Not many variety of grammar point or structural sentences Grammar is okay (strength) NONE 130 APPENDIX STUDENT PARTICIPANT 31’S WRITING SAMPLE (Argumentative essay) Writing topic: Which is a more useful source of learning: books or television? First draft Television and book may play different roles in discrete aspects of life But in terms of a learning tool, I concede that people can learn as much by watching television as they can by reading books, just like what the speaker claims Otherwise, in my view book is still the superior one Revised version Television and book may play different roles in discrete aspects of life In terms of a learning tool, I concede that people can learn as much by watching television as they can by reading books, just like what the speaker claims Otherwise, in my view book is still the superior one Admittedly, we have a significant number of academic books for each subjects at schools and universities likewise television offers a wide range of learning shows which provide distance education For example, Vietnamese people can learn some foreign languages on the VTV2 channel such as English and Korean Also, there are some shows help students revise knowledge and prepare for the university entrance exam Admittedly, there are a wide range of television learning shows that make distance education easier to access For example, the VTV2 channel provides Vietnamese students with opportunities to learn foreign languages, revise knowledge and prepare for the entrance university examination Moreover, television inevitably is the best choice if we want to enjoy programs or events involving moving imagery such as a ballet performance or a parade on National In addition to academic knowledge, we can Celebration Day enhance our background knowledge by either watching television or reading However, I still maintain the idea that book books For instance, the crew of the show is more superior than television, especially ‘Curiority Quest’ will help solve your when discussing is convenience and desire to know how a firefighter work or impacts on brain how to recycle light bulbs Or if you want to make a scarf for your mother, you can Watching television means that we have to buy a related craft book and follow its sit at a place provided with electricity instruction Besides, we should not be asleep or dying to go out unless we want to miss some Aside from the foregoing two provisos, I information for our learning In this aspect, still maintain the idea that book is more book are likely to be more serviceable We superior, especially when discussing its can easily bring books and other printed convenience and impacts on brain works when travel, we can easily highlight and take notes what we find important 131 Watching television means that we have to sit at home or somewhere provided with electricity Besides, we school not be asleep or dying to go out unless we want to miss some information for our learning Which reading books, we can travel to the place we like, we can easily highlight and take notes what we find important Furthermore, there are a significant number of shows on television every day If we want to watch a specific one, we have to switch the right channel at the right time, which can be exhausting While going to a library or a bookstore, it is faster and more convenient to get the necessary books Also, we can have the chances to find some Moreover, according to a study at Emony informative works and meet some University in the United States, reading a interesting people book increases connectivity in the brain Also, the changes of nervous system will Last but not least, according to a study at still remain even after we have stopped Emory University in the United States, reading (“Why reading”) This will help us reading a book increase connectivity in the remember longer than watching a brain and the changes of the nervous television show system will still remain even after we have stopped reading (“why reading”) It means In conclusion, I admit that both watching that reading books help our brains function television and reading book are useful for more actively and properly This is the us to broaden our knowledge, Otherwise, reason why we often remember issues under some circumstances books seem to longer and find the solution faster be more superior Accordingly, on balance the speaker is fundamentally correct In conclusion, I admit that both watching television and reading books are helpful for us to broaden our knowledge Therefore, we should use both ways effectively in order to gain more achievements in terms of education Works Cited Work Cited “Why reading is good for the brain.” msn 29 Feb 2016 22 Dec, 2016 http://www.msn.com/engb/health/mindandbody/why-reading-isgood-for-the-brain/ar-AAdUrDH.html “Why reading is good for the brain” msm.29 Feb 2016 22 Dec 2016 http://www.msn.com/engb/health/mindandbody/why-reading-isgood-for-the-brain/ar-AAdUrDU.html 132 APPENDIX TABLE 4.4 SUMMARY OF COMMENTS (10 self comments, 18 peer comments by Participant 30) ON STUDENT 31’S WRITING (Argumentative essay) Note: (SA) refers to the (W)’s comments, while (PA) refers to P30’s Criteria Content 1.1 Topic relevance 1.2 Idea development Comments NONE I have read a lots on this topic to get more information, so it is quite good But I think the supporting ideas are not really familiar and popular (SA) Brainstorming ideas (strength) (SA) You have good ideas and examples to clarify your points (PA) You have clearly & directly explained your ideas (PA) Goods ideas (strength) (PA) Well-supported ideas (strength) (PA) Communicative Achievement 2.1 Task conventions I think the words are not all academic (SA) You have followed the right format However, you should use more complex vocabulary & sentences so that your writing can be more academic (PA) Follow exactly the format (strength) (PA) It is not really your weakness, but I think you should use more academic words so as to enhance your language usage (suggestion) (PA) 2.2 Communication of But I am not sure if I define the simple and complex straightforward and complex ideas (SA) ideas 2.3 Readability I think this writing is easy to read and understand (SA) 2.4 Fulfillment of communicative Clear and direct points (strength) (PA) purposes Organization 3.1 Logical order NONE 3.2 Coherence I used many transitional words to make the writing smooth However, I am afraid that I overused some (SA) 133 Effectively using various linking words & phrases But not overuse many linking words & phrases (PA) Language 4.1 Vocabulary 4.2 Grammar 4.3 Other mechanics However, you should use more complex vocabulary & sentences so that your writing can be more academic (PA) Play vocabulary games (suggestion) (PA) I not use many sentence structures (SA) Sentence structures (weakness) (SA) Vocabulary (weakness) (SA) In line 12, you made a mistake of relative clause (PA) I think you can replace the structure “you can…” by “something provides you the ability to…” (PA) Verify your sentence structures & grammar (PA) NONE 134 ... self and peer assessment practices help the students of the Faculty of English Linguistics and Literature, the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh... ENGLISH LINGUISTICS AND LITERATURE, THE UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES, VIETNAM NATIONAL UNIVERSITY, HO CHI MINH CITY In terms of the statement of Requirements for the Thesis in Master’s... qualitative case study with the aim of exploring the self and peer assessment practices implemented in an Academic Writing Course at the Faculty of English Linguistics and Literature, the University