Students use and perceptions of feedback in a paired collaborative speaking task a case study at tri viet tre english center

VIETNAM NATIONAL UNIVERSITY –HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE STUDENTS’ USE AND PERCEPTIONS OF FEEDBACK IN A PAIRED COLLABORATIVE SPEAKING TASK: A CASE STUDY AT TRI VIET TRE ENGLISH CENTER A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYEN XUAN NGUYET TRUC Supervised by Bui Thi Thuc Quyen, Dr (all course instructors) HO CHI MINH CITY, DECEMBER 2019 DECLARATION OF ORIGINALITY OF SUBMITTED WORK In conformance to University regulations, I hereby declare that: this thesis has been composed solely by me; this thesis is entirely my own work, and this thesis has not been submitted in part or whole for any other degree or professional qualification Signed………………………………………………………… Date…………………………………………………………… ACKNOWLEDGEMENTS I would like to express my immense gratitude to all those people who have given their invaluable support and assistance In particular, I am deeply indebted to my supervisor, Dr Bui Thi Thuc Quyen, who gave me insightful advice, encouragement, criticism and suggestion Her constant encouragement has helped me complete this thesis I would also like to thank all lecturers of Faculty of English Linguistics and Literature of Ho Chi Minh University of Social Sciences and Humanities for the guidance, support, and knowledge that they have given to me They helped me to improve my English ability, broadened my viewpoints and importantly, inspired me to pursuit my educational career I am grateful to Ms Nguyen Thi Hong Thao, a helpful and thoughtful colleague who took her precious time to support my thesis Many thanks to all the research participants, who were always willing to join my recording process as well as my colleagues who helped organized the field work for me And finally, my sincere thanks go to my family I believe I could not have completed this thesis without their greatest love, concern and support TABLE OF CONTENTS LIST OF TABLES i LIST OF FIGURES i LIST OF ACRONYMS ii ABSTRACT iii CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Aims of the study 1.3 Research Questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Outline of the thesis 1.7 Chapter summary CHAPTER 2.1 LITERATURE REVIEW Peer interaction in paired collaborative speaking task 2.1.1 Definition 2.1.2 Benefits and drawbacks 2.2 Feedback 2.2.1 Definition 2.2.2 Types of feedback 10 2.2.3 The role of feedback in Second Language Acquisition Theories and Sociocultural Theories 19 2.2.4 The role of peer feedback during a communicative task 21 2.3 Global and local errors 25 2.3.1 Definition 25 2.3.2 Distinction between errors and mistakes 26 2.3.3 Which errors should be corrected? 28 2.3.4 2.4 When to give correction 29 Previous study 31 2.4.1 Learners‘ perceptions on peer feedback 31 2.4.2 Learner-generated feedback in speaking task 33 2.5 Conceptual framework 35 2.6 Chapter summary 36 CHAPTER METHODOLOGY 37 3.1 Research design 37 3.2 Participants 37 3.3 Research tools 38 3.3.1 Observation 38 3.3.2 Interview 39 3.4 Task type 39 3.5 Procedure 41 3.6 Data analysis 41 3.6.1 Analysis of the recordings in the observation 41 3.6.2 Analysis of the interviews 42 3.7 Reliability, validity and limitation 43 3.8 Chapter summary 45 CHAPTER RESULTS AND DISCUSSION 46 5.1 Results 46 5.2 Discussion 68 Research Question 1: What are the students‘ perceptions of feedback? 68 Research Question 2: What are the most common types of errors and feedback student initiated? 71 Research Question 3: What factors, if any, affect the students‘ practice of peer feedback? 76 5.3 Chapter summary 77 CHAPTER CONCLUSION .78 5.1 Review of the study 78 5.2 Implication 80 5.3 Recommendation for further research 82 5.4 Chapter summary 83 REFERENCES 84 APPENDIX A 92 COLLABORATIVE SPEAKING TASKS .92 Appendix A1 – Speaking task 92 Appendix A2 – Speaking task 93 APPENDIX B 94 CODING SCHEME 94 APPENDIX C 95 SEMI-STRUCTURE INTERVIEW 95 Appendix C1 - Semi-structured interview (English version) 95 Appendix C2 - Semi-structured interview (Vietnamese version) 98 i LIST OF TABLES Table 4.1 Learners' awareness of error making .46 Table 4.2 Examples of global and local errors made by the students .48 Table 4.3 The students' confusion when listening to their partners' ideas 54 Table 4.4 Students' perception on the benefits of feedback 61 Table 4.5 Students' willingness to get peer feedback 63 LIST OF FIGURES Figure 2.1 Feedback types classified by Loewen and Nabei (2007, p.326) 11 Figure 2.2 A taxonomy of corrective feedback strategies (Ellis, 2009, p.8) 13 Figure 4.1 Frequency of correction reported by the students 46 Figure 4.2 The comparison between the number of student-generated errors and that of student-led feedback 47 Figure 4.3 Most-concerned types of errors reported by the students 49 Figure 4.4 Students' feedback on global or local errors in the observation 50 Figure 4.5 The students' reactions to their peers' local errors 51 Figure 4.6 Students' reactions to meaning confusion .55 Figure 4.7 Students' preference of feedback use (interview data) 57 Figure 4.8 Students' preference of feedback use (observation data) .60 ii LIST OF ACRONYMS CLT Communicative Language Teaching CF Corrective Feedback IVY Intelligent Vietnamese Youth L1 First Language L2 Second Language PET Cambridge Preliminary English Test S Student SLA Second Language Acquisition T Teacher TESOL Teaching English to Speakers of Other Languages ZPD Zone of Proximal Development iii ABSTRACT Peer feedback is one of the effective ways to promote student talking time and collaborative learning in a communicative language teaching (CLT) environment However, not every student can make use of the advantages of peer feedback In order to investigate how student-led feedback was given in a paired speaking task, this study examined 28 intermediate students in a language center, namely Tri Viet Tre language center Using both quantitative and qualitative methods by employing observation and semi-structure interview, ―recast‖ and ―translation‖ are found to be the most frequently-used feedback types by the students Also in this study, the researcher found some noteworthy mismatches between students‘ perceptions and their actual practices in exchanging peer feedback Besides, the study revealed some key points related to what factors affect the student-generated feedback as well as what kind of errors was commonly committed by the students Keywords: Peer feedback, Collaborative learning, Mismatch, Feedback Strategies, Errors, Perceptions CHAPTER 1.1 INTRODUCTION Background to the study The practice of English learning and teaching pedagogy in Vietnam has continuously been updated and oriented to the latest approach Following the modern language teaching method is the application of interactional and small group activities As Richards (2006) claims, during their learning process, learners are expected to work independently or corporately in pairs or groups to discuss issues of interest, participate in learning tasks, correct misunderstandings and negotiate meaning to avoid communication breakdowns This is crucial because it represents a shift from traditional teacher-centeredness to learner-centeredness Learners should no longer be as passive recipients of information provided by teachers Instead, they may take an active role in assisting their own learning and that of their peers by exchanging feedback Feedback is one of the most powerful influences on learning and achievement (Hattie & Timperley, 2007) It has been proved to be extremely important to promote learners‘ uptake in language learning (Ellis & Shintani, 2013; Hall, 2016; Lyster, Saito, & Sato, 2013) and it is the main focus of this study Because of its influences on students‘ learning, investigating different angles of feedback have been a fruitful topic for many years such as corrective feedback and the use of it from both teachers‘ and students‘ perspectives (Lyster & Ranta, 1997), teacher‘s methods of using feedback, and the role of the teacher (Harmer, 2006; Iwashita & Li, 2012) or corrective feedback and written feedback (Deirdre, 2010; Hyland & Hyland, 2006a, 2006b) Even in the case of speaking, one of the essential skills in English learning, recent studies have proved that students can also provide each other with feedback (Fujii & Mackey, 2009; Zhao & Bitchener, 2007) and 86 Fulcher, G (2014) Testing second language speaking: Routledge Gass, S M., & Mackey, A (2013) The Routledge handbook of second language acquisition: Routledge Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K (2010) Improving the effectiveness of peer feedback for learning Learning and instruction, 20(4), 304-315 doi: https://doi.org/10.1016/j.learninstruc.2009.08.007 Goh, C C M., & Burns, A (2012) Teaching Speaking: A Holistic Approach: Cambridge University Press Gómez Martínez, S (2006) Should we correct our students errors in l2 learning? 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Language Awareness, 17(1), 78-93 Yu, G., & Zhao, H (2005) Language testing and validation: an evidence-based approach: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD 2-4 PARK SQUARE, MILTON PARK … Zhao, S Y., & Bitchener, J (2007) Incidental focus on form in teacher–learner and learner–learner interactions System, 35(4), 431-447 92 APPENDIX A COLLABORATIVE SPEAKING TASKS - Taken from the PET speaking test part - Students have to discuss in pairs - Each pair was given topics and was allowed to choose one topic of their favorite to talk about in approximately or minutes Appendix A1 – Speaking task Source: Cambridge English PET for School Book 93 Appendix A2 – Speaking task Source: Cambridge English PET for School Book 94 APPENDIX B CODING SCHEME Negative feedback Type/Number of errors Paired dialogue extract Recast Clarification Explicit Repetition Elicitation request correction Translation Global Local S1: […] she should be a tourist guide because […] you can meet foreigner people or local people […] S2: […] we can share with them about the sadness or […] S1: work in a hospital is not a good place to meet new people […] you have to take care of them instead talking with them […] 2 95 APPENDIX C SEMI-STRUCTURE INTERVIEW Appendix C1 - Semi-structured interview (English version) 1/ Did you ever notice any oral errors made by your peers during your collaborative speaking task? 2/ How often you give comments or feedback on your partner‘s talk when you are doing a paired collaborative speaking task?  Always  Sometimes  Rarely  Never 3/ Do you often pay attention to your partner‘s global or local errors? 4/ How you usually react when your partner made an error (which does not hinder communication)?  Ignore  Correct my partner‘s errors or ask for clarification right away  Correct my partner‘s errors or ask for clarification later  I don‘t know how to react 5/ Did you sometimes get confused when your partner expressed his/her ideas? 6/ If YES, how you usually react when you are in this situations?  Ignore  Stop him/her and ask for clarification right away  Keep that in mind and ask for clarification later 96 7/ What kind of corrective feedback you usually use? Why? Types of feedback Definition The corrector incorporates the content words of the immediately preceding [Recast] incorrect utterance and changes and corrects the utterance in some way (e.g phonological, syntactic, morphological or lexical) S1: *Why you don‘t like Marc? S2: Why don‘t you like Marc? [Repetition] The corrector repeats the learner utterance highlighting the error by means of emphatic stress – S1: *I have three new toy – S2: Three new toy? By using phrases like "Excuse me?" or "I don't understand," the corrector indicates that the message has not been understood or that the student's utterance contained some kind of mistake and that a repetition or a reformulation is required [Clarification request] – S1: How often you wash the dishes – S2: Fourteen – S1: Excuse me (Clarification Request) – S2: Fourteen – S1: Fourteen what? (Clarification Request) – S2: *Fourteen for a week –S1: Fourteen times a week? (Interrogative Recast) – S2: Yes Lunch and dinner 97 The corrector indicates an error has been committed, identifies the error and [Explicit correction] provides the correction – S1: *The dog run fastly – S2: ―Fastly‖ doesn‘t exist ―Fast‖ does not take –ly You should say ―quickly‖ The corrector repeats part of the learner utterance but not the erroneous part [Elicitation] and uses rising intonation to signal the learner should complete it – S1: *My father cleans the plate –S2: (Excuse me), he cleans the ? – S1: Plates? The corrector response to an utterance in first language S1: All right, now, which place is near the water? [Translation] S2: Non, j‘ai pas fini (L1) S1: You haven‘t finished? Okay, Bernard, have you finished? (translation) 8/ Do you think giving feedback on your partner‘s performance is helpful and necessary? Why? 9/ Do you want to get feedback from your partner during your discussion? Why? 10/ Rewind the video, point out some errors that didn‘t receive any feedback Then ask students why they didn‘t give any feedback at that time 98 Appendix C2 - Semi-structured interview (Vietnamese version) 1/ Khi bạn thực hành nói theo cặp, em có hay để ý bạn có mắc số lỗi sai khơng? 2/ Em góp ý nhận xét phần nói bạn thực hoạt động nói tương tác theo cặp?  Ln  Thỉnh thoảng  Hiếm  Không 3/ Em thường ý đến lỗi nhỏ bạn, hay lỗi quan trọng làm ảnh hưởng đến nghĩa câu nói? 4/ Em thường phản ứng bạn mắc lỗi nhỏ, khơng làm ảnh hưởng đến nói em?  Không quan tâm  Chỉnh sửa lỗi hỏi rõ  Chỉnh sửa lỗi hỏi rõ sau 5/ Thỉnh thoảng em có bị bối rối bạn diễn đạt ý hay khơng? 6/ Nếu CĨ, em thường phản ứng tình đó?  Không quan tâm  Dừng bạn lại hỏi rõ  Nhớ đầu hỏi rõ sau  Không biết phản ứng 99 7/ Em hay dùng cách để sửa lỗi cho bạn? Vì em dùng cách đó? Types of feedback Definition Người sửa lặp lại câu sai đồng thời thay đổi lỗi sai từ Tuy nhiên S1 không trực tiếp lỗi sai S2 – S1: Why you don’t like Marc? – S2: Why don’t you like Marc? Người sửa lặp lại câu sai đồng thời nêu bật lỗi sai câu cách nhấn lên xuống giọng – S1: I have three new toy – S2: Three new toy? Người sửa thể khơng hiểu biểu thị câu nói có chứa lỗi cách dùng từ ―Xin lỗi?‖ ―Tôi không hiểu‖, yêu cầu chỉnh sửa lại – S1: How often you wash the dishes – S2: Fourteen – S1: Excuse me? (Clarification Request) – S2: Fourteen – S1: Fourteen what? (Clarification Request) – S2: Fourteen for a week –S1: Fourteen times a week? (Interrogative Recast) – S2: Yes Lunch and dinner 100 Người sửa biểu thị có lỗi xảy ra, lỗi sai đưa từ – S1: The dog run fastly – S2: ―Fastly‖ doesn‘t exist ―Fast‖ does not take –ly You should say ―quickly‖ Người sửa lặp lại phần câu nói chừa lại phần sai hiệu cho đối phương tự sửa hoàn thiện câu – S1: *My father cleans the plate –S2: (Excuse me), he cleans the ? – S1: Plates? Người sửa trả lời câu hỏi tiếng Việt đối phương S1: All right, now, which place is near the water? S2: Non, j‘ai pas fini (L1) S1: You haven‘t finished? Okay, Bernard, have you finished? (translation) 8/ Theo em, việc đưa ý kiến phản hồi phần trình bày bạn có hữu ích quan trọng hay khơng? Tại sao? 9/ Em có muốn nhận ý kiến phản hồi bạn thảo luận không? Tại sao? 10/ Xem nhanh lại video số lỗi học sinh mắc phải không nhận phản hồi Sau hỏi học sinh khơng đưa phản hồi vào lúc ... qualitative and quantitative ways The data collected were subjected to both qualitative and quantitative analysis taking into consideration the belief that the combination of qualitative and quantitative... in a paired speaking task, this study examined 28 intermediate students in a language center, namely Tri Viet Tre language center Using both quantitative and qualitative methods by employing... such a deepseated etiquette has put a great impact on the practice of teaching and learning and that Asian teachers often question the rationality of using peer feedback leads to the lack of active