Peer correction among grade 11 students at a high school in thanh hoa province

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGỌ THỊ LOAN PEER CORRECTION AMONG GRADE 11 STUDENTS AT A HIGH SCHOOL IN THANH HOA PROVINCE (Nghiên cứu việc học sinh lớp 11 sửa lỗi cho trường trung học phổ thông tỉnh Thanh Hóa) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi – 2021 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGỌ THỊ LOAN PEER CORRECTION AMONG GRADE 11 STUDENTS AT A HIGH SCHOOL IN THANH HOA PROVINCE (Nghiên cứu việc học sinh lớp 11 sửa lỗi cho trường trung học phổ thông tỉnh Thanh Hóa) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Assoc Prof Dr Nguyễn Văn Độ Hanoi - 2021 DECLARATION I certify that the minor thesis entitled ‘Peer correction among grade 11 students at a high school in Thanh Hoa province’ is the result of my own work and has not been submitted in any form for another degree or diploma at any universities or other institutions Documented references have been fully provided Hanoi, 2021 Ngo Thi Loan i ACKNOWLEDGEMENTS First, I would like to express my special and sincere thanks to my supervisor, Assoc Prof Dr Nguyễn Văn Độ, who gave me enthusiastic instructions, precious support and critical feedback on the construction of the study Second, I also express my profound gratitude to all doctors, lecturers and staff members of the Faculty of Postgraduate Studies, University of Foreign Languages and International Studies, Vietnam National University, Hanoi for their valuable lectures and useful advice that is of a great help for me to fulfil the thesis Next, I would like to send my deep sense of thanks to the English teachers and 30 high school students in Thanh Hoa for their cooperation and the valuable information they provided in my research field Finally, I am also thankful to many writers whose ideas are useful hints for the development of this thesis ii ABSTRACT This research investigates the peer correction technique among grade 11 students at a high school in Thanh Hoa province The purposes of the research are to examine the students’ attitudes towards peer correction and its effectiveness in helping students to enhance their writing skill In spite of the fact that peer correction is an educational technique being used more and more widely in the world, there have not been much research conducted in Vietnamese context The data was collected through three instruments: pre-test and post-test, portfolio and questionnaire The pre-test and post-test were taken from the question bank of the school They were paragraphs consisting of 25 mistakes However, the level of recognizing the mistakes of the post-test was more difficult than that of the pre-test They were designed to measure students’ ability to identify mistakes in the written paragraph and were run before and after the treatment The portfolio was administered to see if peer correction enabled students to reduce mistakes when they produced paragraphs from the first one to the last one The questionnaire was designed for thirty students and contained questions The findings showed that students had positive attitudes towards peer correction technique It is effective in helping students to improve their writing skill as well as motivate them to write more Finally, this research is hoped to contribute a small part in enabling teachers and students to facilitate the process of teaching and learning writing iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF FIGURES vii LIST OF ABBREVIATIONS viii CHAPTER I: INTRODUCTION 1 Rationale of the study Aim and objectives of the study 3 Research questions Scope of the study Method of the study Significance of the study Structural organization CHAPTER II: LITERATURE REVIEW 2.1 Teaching writing 2.2 The process of writing 2.3 Error correction 2.4 Types of error correction 10 2.4.1 Teacher correction 10 2.4.2 Self-correction 12 2.5 Correction in writing as a process 14 2.6 Error code and error logs 15 2.7 Previous studies 16 2.7.1 Overseas studies 16 2.7.2 Studies in Vietnam 22 iv CHAPTER III: METHODOLOGY 23 3.1 Restatement of research questions 24 3.2 Context of the study 24 3.2.1 The setting of the study 24 3.2.2 Participants 25 3.3 Research approach 25 3.4 Data collection instruments 27 3.4.1 Pre-test and Post-test 27 3.4.2 Portfolio 28 3.4.3 Questionnaire 28 3.5 Data collection procedure 29 3.6 Analysis of data 30 3.7 Summary 30 CHAPTER IV: FINDINGS AND DISCUSSION 31 4.1 Data analysis 32 4.1.1 The results of pre-test and post-test 32 4.1.2 The results of portfolio 33 4.1.3 The results of questionnaire for students 38 4.2 Findings and discussion 41 4.2.1 To what extent does peer correction enable students to enhance their writing skill? 41 4.2.2 What are the grade 11 students’ attitudes towards peer correction in writing lessons? 42 4.3 Summary 44 CHAPTER V: CONCLUSION 45 Recapitulation 45 Concluding remarks 46 v Limitations of the current research 47 Implications of the findings 47 Recommendations and suggestions for future research 48 REFERENCES 49 APPENDIX I APPENDIX II APPENDIX III APPENDIX IV APPENDIX V APPENDIX VII APPENDIX VIII APPENDIX IX APPENDIX X vi LIST OF FIGURES Figure 1: Results of the pre-test and post-test 32 Figure 2: The number of word order mistakes committed 34 Figure 3: The number of concord mistakes committed 34 Figure 4: The number of wrong word mistakes committed 35 Figure 5: The number of article mistakes committed 35 Figure 6: The number of tense mistakes committed 36 Figure 7: Students’ attitudes towards peer correction 38 vii LIST OF ABBREVIATIONS L1: First Language L2: Second Language EFL: English as a Foreign Language ESL: English as a Second Language MA: Masters of Art viii 10.Edwards, J H., & Liu, J (2018) Peer response in second language writing classrooms University of Michigan Press 11 Calhoun, E F (1994) How to use action research in the self-renewing school Association for Supervision and Curriculum Development, 1250 N Pitt Street, Alexandria, VA 22314-1453 (Stock No 1-94030, $6.95) 12 Fatma, I R (2019) The Effectiveness of Direct Written Corrective Feedback on Descriptive Text Writing of Junior High School Students (Doctoral dissertation, IAIN Kediri) 13 Ferris, D (2007) Preparing teachers to respond to student writing Journal of Second Language Writing, 16(3), 165-193 14 Ferris, D R (2006) Does error feedback help student writers? 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1514 54 APPENDIX PRE-TEST PEER CORRECTION AMONG GRADE 11 STUDENTS AT A HIGH SCHOOL IN THANH HOA PROVINCE Dear students, The purpose of this pre-test is to examine your ability to identify mistakes before using peer correction technique Instruction: Read the following paragraph carefully, then identify and correct the mistakes Hint: there are 25 mistakes Last week, I go to visit Atlantic College, a excellent private college in Wales Unusual, it giving young people much needed experience of life outside the classroom, as well as the opportunity to study for their exams The students who is aged between 16 and 18 and has come from all over the world, is spending the morning to study In the afternoon they goes out and an really usefully activity, such as helping in a farm, looking for people with learning difficulties, or checking at pollution on rivers One of the great thing about Atlantic College student is that it come from many difference social backgrounds and countries As few can affording the fees of $20,000 0ver two years, grants are available A quarter of the students are British and many of those cans only attended because they receives government help Thank you for your cooperation! I APPENDIX BÀI KIỂM TRA TRƯỚC KHI ÁP DỤNG PHƯƠNG PHÁP HỌC SINH SỬA LỖI CHO NHAU Các em học sinh thân mến, Mục đích kiểm tra trước áp dụng phương pháp học sinh sửa lỗi cho nhằm kiểm tra khả em việc nhận diện lỗi sai viết Hướng dẫn: Các em đọc viết sau cách cẩn thận, sau xác định lỗi sai sửa lại cho Gợi ý: có 25 lỗi viết Last week, I go to visit Atlantic College, a excellent private college in Wales Unusual, it giving young people much needed experience of life outside the classroom, as well as the opportunity to study for their exams The students who is aged between 16 and 18 and has come from all over the world, is spending the morning to study In the afternoon they goes out and an really usefully activity, such as helping in a farm, looking for people with learning difficulties, or checking at pollution on rivers One of the great thing about Atlantic College student is that it come from many difference social backgrounds and countries As few can affording the fees of $20,000 0ver two years, grants are available A quarter of the students are British and many of those cans only attended because they receives government help Cảm ơn hợp tác em! II APPENDIX POST-TEST Dear students, The purpose of this post-test is to evaluate your ability to identify mistakes after using peer correction technique Instruction: Read the following paragraph carefully, then identify and correct the mistakes Hint: there are 25 mistakes In 1853, the California gold rush is in full swing and everyday items have been in short supply Levi Strauss, 24-year-old Germany immigrant, leaves New York to San Francisco with an small supply of dry good with the attention of open a branch of his brother’s New York dry goods business Levi Strauss had the canvas make into work trousers Miners liked the trouser, but complained that the fabric were not very comfortably and tended to chafe Levi Strauss substituted the canvas for a twilled cotton clothes from France calling ‘serge de Nimes’ The fabric later become known for denim and the trousers was nicknamed blue jean Then Levi Strauss and Nevada tailor David Jacobs co-patent the process of put small metal rivets in places such as the sides of the pockets that needed extra strong On May 20, 1873, they received US Patent This date was now considered the office birthday of ‘blue jeans’ Thank you for your cooperation! III APPENDIX Các em học sinh thân mến, Mục đích kiểm tra sau áp dụng phương pháp học sinh sửa lỗi cho nhằm đánh giá khả em việc nhận diện lỗi sai viết Hướng dẫn: Các em đọc viết sau cách cẩn thận, sau xác định lỗi sai sửa lại cho Gợi ý: có 25 lỗi viết In 1853, the California gold rush is in full swing and everyday items have been in short supply Levi Strauss, 24-year-old Germany immigrant, leaves New York to San Francisco with an small supply of dry good with the attention of open a branch of his brother’s New York dry goods business Levi Strauss had the canvas make into work trousers Miners liked the trouser, but complained that the fabric were not very comfortably and tended to chafe Levi Strauss substituted the canvas for a twilled cotton clothes from France calling ‘serge de Nimes’ The fabric later become known for denim and the trousers was nicknamed blue jean Then Levi Strauss and Nevada tailor David Jacobs co-patent the process of put small metal rivets in places such as the sides of the pockets that needed extra strong On May 20, 1873, they received US Patent This date was now considered the office birthday of ‘blue jeans’ Cảm ơn hợp tác em! IV APPENDIX ERROR CODES Sp = spelling Wf = word form Life in the city is very ixciting (exciting It is importance to protect the environment (important) Rep = repetition It is necessary and essential to drink warm water in the morning (either necessary or essential) Wo = word order Peter plays often tennis in the afternoon (often plays) Sing = singular noun Mary works as an accountants (accountant) Pl = plural noun Living in the city brings many benefit (benefits) Art = article A important factor contributing to your success is confidence (an) Inf = too informal Pron = pronoun S/v = subject/verb agreement She wanna buy some milk (want to) She is going to take you children to the park (her) They often plays badminton in the afternoon (play) V-tense = verb tense We go to England two years ago (went) V-form = verb form She should be practice English every day (should practice) V-pass = passive verb The students made to study hard by the teacher (were made) Cs = comma splice Ha was sad, she got bad marks (Ha was sad because she got bad marks) Ro = run-on sentence She is sociable She enjoys meeting people from different backgrounds (She is sociable She V enjoys meeting people from different backgrounds) Frag = fragment Because she was diligent and smart (Because she was diligent and smart, she passed the exam very easily) Co = connecting word It rained yesterday, and we still went to school (but) Inf / ger = infinitive / gerund Prep = preposition Punct = punctuation The driver stopped drinking some water (stopped to drink) You can rely in us (on) We went shopping and drank some coffee yesterday (We went shopping and drank some coffee yesterday) Cap = Capitalization ^ = add a word I met peter and tom two days ago (Peter….Tom) It is crucial to protect the habitat endangered animals (habitat of endangered animals) W.w = wrong word The weather was awful Furthermore, we cancels our picnic (Hence) VI APPENDIX SAMPLE OF PEER CORRECTION Topic 1: Hobbies Types of error My favourite hobbies is reading I enjoyed reading a book when I am free I started to it while I was Sing / V-tense Ro / Co four years old The first time I did it I felt interesting Punct / Wf So I kept reading The teachers always teach me to V-tense read the difficult words I was happy when I read a story with a happy ending I was thrilled when I read a detective story I enjoy to read because I like to V-form explore the imagination world of my favourite Wf author, J.K.Rowling who writes ‘Harry Potter’ There Pl are a lot of advantage of reading Reading can makes V-form me relaxed and calm I can learn also new vocabulary Wo items Then I can improve my English Therefore, it Co can give me an unlimited imagination, so I can write books in the future I can learn the cultures different Wo and customs of other countries in the world too I Sp read at leat one hour every day I read books by Pron myself I usually read it at home I wish I could read Co different kinds of books and it might be very challenging VII APPENDIX QUESTIONNAIRE FOR STUDENTS Dear students, This questionnaire is designed for the purpose of gathering data for my research into ‘peer correction among grade 11 students at a high school in Thanh Hoa province’ Your responses have a crucial role to play in the success of the study Please answer the following questions fully and accurately Your information will be used only for this thesis Thank you for your cooperation STUDENTS’ ATTITUDES TOWARDS PEER CORRECTION Instruction: The following is a list of items that examine your attitudes towards peer correction Read each item carefully and put the mark (X) into the column that is the best suitable for you: Number Statements Strongly Agree agree Strongly disagree I would like to correct my peers’ mistakes I would like my peers to correct my mistakes I preferred being corrected by my peers to being corrected by my teacher Peer correction was beneficial for me I learned a lot from my peers’ mistakes Peer correction boosted my motivation of learning Thank you for your cooperation! VIII Disagree Other ideas APPENDIX BẢNG CÂU HỎI KHẢO SÁT Các em học sinh thân mến, Bảng câu hỏi khảo sát thiết kế nhằm mục đích thu thập liệu phục vụ cho nghiên cứu vấn đề học sinh lớp 11 sửa lỗi cho trường trung học phổ thông tỉnh Thanh Hóa Câu trả lời em đóng vai trị quan trọng thành cơng nghiên cứu Các em trả lời câu hỏi sau cách đầy đủ xác Thơng tin em cung cấp sử dụng cho mục đích nghiên cứu Cảm ơn hợp tác em! THÁI ĐỘ CỦA HỌC SINH ĐỐI VỚI VIỆC HỌC SINH SỬA LỖI CHO NHAU Hướng dẫn: Dưới danh sách bảng gồm câu nhằm mục đích tìm hiểu thái độ em học sinh vấn đề học sinh sửa lỗi cho Các em đọc kĩ câu đặt dấu X vào cột phù hợp với em: Hoàn Ý Hồn Thứ Đồng tồn Khơng kiến Nội dung tồn tự ý không đồng ý khác đồng ý đồng ý Tôi muốn sửa lỗi cho bạn Tôi muốn bạn sửa lỗi cho Tơi muốn bạn sửa lỗi giáo viên sửa lỗi Được bạn sửa lỗi sửa lỗi cho bạn có lợi cho Tôi học nhiều điều từ lỗi bạn Việc sửa lỗi cho làm tăng động lực học cho Cảm ơn hợp tác em IX APPENDIX SAMPLE LESSON PLAN Topic 5: Sources of energy Write a paragraph on advantages of energy sources (You should write at least 80 words) Teacher’s activities Students’ activities - Remind students to brainstorm the topic - Brainstorm the topic - Let students to write in 40 minutes - Write in 40 minutes - Ask students to mingle and check their peer’ paragraph - Check their peer’s paragraph - Ask students to work in pair and discuss mistakes in their paragraph - Work in pair and discuss the mistakes - Ask students to reproduce the paragraph - Reproduce the paragraph - Supervise and interfere if students have any disagreement X ... ii ABSTRACT This research investigates the peer correction technique among grade 11 students at a high school in Thanh Hoa province The purposes of the research are to examine the students? ?? attitudes...VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGỌ THỊ LOAN PEER CORRECTION AMONG GRADE 11 STUDENTS AT A HIGH SCHOOL IN THANH. .. high school in Thanh Hoa province? ?? 2 Aim and objectives of the study The study aimed at improving the grade 11 students? ?? writing skill at a high school in Thanh Hoa province through the use of peer