The role of using self assessment and peer assessment in efl speaking skills to promote learner autonomy of non english major students at ho chi minh city university of science a thesis submitted in partial fulfillment

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ******************** PHAN THI MINH THAO THE ROLE OF USING SELF-ASSESSMENT AND PEER-ASSESSMENT IN EFL SPEAKING SKILLS TO PROMOTE LEARNER AUTONOMY OF NON-ENGLISH MAJOR STUDENTS AT HO CHI MINH CITY UNIVERSITY OF SCIENCE MASTER OF ARTS IN TESOL HO CHI MINH City, 2019 ii MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ******************** PHAN THI MINH THAO THE ROLE OF USING SELF-ASSESSMENT AND PEER-ASSESSMENT IN EFL SPEAKING SKILLS TO PROMOTE LEARNER AUTONOMY OF NON-ENGLISH MAJOR STUDENTS AT HO CHI MINH CITY UNIVERSITY OF SCIENCE Major: Teaching English to Speakers of Other Languages Major code: 60140111 MASTER OF ARTS IN TESOL Supervisor: Dr DANG TAN TIN HO CHI MINH City, 2019 i STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The role of using self-assessment and peer-assessment in EFL speaking skills to promote learner autonomy of non-English major students at Ho Chi Minh City University of Science” is my own work Except where reference is made in the text of the thesis, this thesis contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person‟s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 2019 PHAN THI MINH THAO ii ACKNOWLEDGEMENTS First and foremost, I would like to express my very profound gratitude to my teacher and supervisor, Dr Đặng Tấn Tín, for all of his valuable guidance and encouragement This thesis could not have been completed without his dedicated support I would also like to send my deep gratefulness to all the lecturers, who taught me invaluable knowledge at the Master program in Ho Chi Minh City Open University, Vietnam This background was really essential for the fulfillment of this thesis My sincerest thanks also go to the Board of Administrators and other members of Foreign Languages Center, HCMC University of Science, who directly or indirectly contributed to the implementation of my Master journey I particularly thank all of my students who participated enthusiastically in my study They all were really supportive and eager during the time I conducted my study I am extremely grateful to my colleagues at HCMC University of Science, especially Ms Trương Diệp Thanh An who always supports and gives me valuable experience to finish my master journey Last but not least, my deepest gratitude goes to my family members and my beloved husband, for their unconditional love and care Without them, this thesis would have never been completed iii ABSTRACT The effects of self-assessment and peer-assessment on learner autonomy have significantly been researched in EFL education However, very few studies have been conducted to find out the effects of these two kinds of assessment on each dimension of learner autonomy and compare the effects of these assessment practices on learner autonomy dimensions The present quasi-experimental study examined (1) the effect of self-assessment on learner autonomy development, (2) the effect of peer-assessment on learner autonomy development and (3) different effects between the two kinds of assessment practices in language use with a focus on speaking skills Eighty-eight first-year non-English majors taking a fifteen-week general English course participated in the study There are forty-nine students in experimental group (self-assessment group) and thirty-nine students in experimental group (peer-assessment group) The participants in the self-assessment group assessed their own work whilst those in the peer-assessment group assessed their peers‟ work Quantitative data was collected from students‟ pre- and post-test questionnaire A paired sample T-test was run to answer research question and 2, and an independent sample T-test was run to answer research question Three key findings were revealed in the study First, through the use of self-assessment, dimensions 2, 3, 4, and (planning, initiating, monitoring, and evaluating, respectively) in students‟ learner autonomy were significantly enhanced Second, the peer-assessment implementation also considerably promoted students‟ learner autonomy dimensions 2, 3, 4, and (planning, initiating, monitoring, and evaluating, respectively) Third, although both self-assessment and peer-assessment developed these four learner autonomy dimensions, there is a small difference between the two kinds of assessment on dimension (initiating) The effect of self-assessment on students‟ learner autonomy dimension surpassed that of peer-assessment These findings give insights to L2 teachers who intend to apply these assessment practices to their classrooms to enhance students‟ learner autonomy iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES viii LIST OF TABLES ix LIST OF ABBREVIATIONS xi CHAPTER INTRODUCTION .1 1.1 Background to the study 1.2 Statement of the problem 1.3 Personal motivation 1.4 Purpose of the study 1.5 Research questions 1.6 Significance of the study 1.7 Scope of the study 1.8 Overview of the chapters 1.9 Definitions of key terms .10 CHAPTER LITERATURE REVIEW 11 2.1 Learner autonomy 11 2.1.1 Definition of learner autonomy 11 2.1.2 Dimensions of learner autonomy 13 2.2 Assessment as learning 18 2.3 Self-assessment as learning 21 2.3.1 Definition 21 2.3.2 Process of self-assessment as learning 22 v 2.4 Peer-assessment as learning 26 2.4.1 Definition 26 2.4.2 Process of peer-assessment as learning 27 2.5 The relationship between learner autonomy and alternative assessment .30 2.5.1 The relationship between learner autonomy and self-assessment 30 2.5.2 The relationship between learner autonomy and peer-assessment 32 2.5.3 Comparing the effect of self-assessment and peer-assessment on learner autonomy 33 2.6 Studies related to the effect of self-assessment and peer-assessment implementation in promoting learner autonomy 36 2.6.1 Studies related to the effect of self-assessment implementation in promoting learner autonomy 36 2.6.2 Studies related to the effect of peer-assessment implementation in promoting learner autonomy 37 2.6.3 Studies related to difference in the effects of self-assessment and peer-assessment on learner autonomy 38 2.6.4 The summary information for studies included in the literature review 40 2.6.5 Research gap .42 2.7 Summary of Chapter 44 CHAPTER METHODOLOGY 45 3.1 Research design 45 3.2 Research setting 46 3.3 Participants 48 3.4 Experimental procedures .50 3.4.1 Teaching materials 50 3.4.2 Teaching method 53 3.4.3 Designing speaking tasks and choosing interaction patterns for speaking tasks 54 vi 3.4.4 Designing self-assessment and peer-assessment forms 56 3.4.5 Training students to give feedback themselves and peers feedback based on self-assessment and peer-assessment forms 61 3.5 Research instrument - Pre-post test questionnaire on learner autonomy .69 3.6 Procedures of data collection 72 3.7 Data analysis approach 74 3.7.1 Reliability of the instrument 74 3.7.2 Validity of the instrument 75 3.7.3 T-tests 77 3.8 Chapter summary 78 CHAPTER RESULTS AND DISCUSSION 79 4.1 Reliability of the questionnaire instrument 79 4.2 Results 89 4.2.1 Research question 89 4.2.2 Research question 92 4.2.3 Research question 94 4.3 Discussion of results .97 4.3.1 Research question 97 4.3.2 Research question 101 4.3.3 Research question 103 CHAPTER CONCLUSIONS, IMPLICATIONS, LIMITATIONS AND RECOMMENDATIONS 107 5.1 Conclusions .107 5.2 Pedagogical implications 109 5.3 Limitations 110 5.4 Recommendations for future research 111 REFERENCES 113 APPENDIXES .127 vii APPENDIX A: 25 SPEAKING TASKS FOR PRACTICE .127 APPENDIX B: 25 SELF-ASSESSMENT FORMS 149 APPENDIX C: 25 PEER-ASSESSMENT FORMS 162 APPENDIX D: ANALYTIC SPEAKING RATING SCALE FOR SELF-ASSESSMENT AND PEER-ASSESSMENT .175 APPENDIX E: TABLE CONTENTS OF MODULE 9-15, NEW CUTTING EDGE COURSEBOOK 177 APPENDIX F: SOME SAMPLES OF SELF-ASSESSMENT AND PEER-ASSESSMENT COMPLETED BY STUDENTS 179 APPENDIX G: STUDENTS‟ PRE - POST TEST QUESTIONNAIRE 180 APPENDIX H: CRONBACH‟S ALPHA LEVEL OF FIVE LEARNER AUTONOMY DIMENSIONS 185 viii LIST OF FIGURES Figure 2.1: Self-assessment as learning process 26 Figure 2.2: Peer-assessment as learning process 30 172 PEER-ASSESSMENT FORM 21 After finishing the task, assess your work by filling out the following checklist Excellent Good Needs improvement Unacceptable Levels of Strengths/ weaknesses/ next achievement steps for improvement My partner can tell the story coherently tell the story with correct use of past perfect tell the story with correct pronunciation tell the story with wide use of vocabulary resource flexibly tell the story with fluency PEER-ASSESSMENT FORM 22 After finishing the task, assess your work by filling out the following checklist Excellent Good Needs improvement Unacceptable Levels of Strengths/ achievement weaknesses/ next steps for improvement My partner can describe differences between the story in the pictures and the one told by the father coherently describe differences with correct use of some useful language: We‟ve got …, The first one is … Another thing that‟s different is … In the first story …, but in the second story … describe differences between the story in the pictures and the one told by the father with correct pronunciation describe differences between the story in the pictures and the one told by the father with wide use of vocabulary resource describe differences between the story in the pictures and the one told by the father with fluency 173 PEER-ASSESSMENT FORM 23 After finishing the task, assess your work by filling out the following checklist Excellent Good Needs improvement Unacceptable Levels of Strengths/ weaknesses/ next achievement steps for improvement My partner can listen to me playing role and respond appropriately respond to me with correct use of grammar respond to me with correct pronunciation use correctly vocabulary related to his/her role respond to me with fluency PEER - ASSESSMENT FORM 24 After finishing the task, assess your work by filling out the following checklist Excellent Good Needs improvement Unacceptable Levels of Strengths/ weaknesses/ next achievement steps for improvement My partner can talk about his / her favorite song coherently talk about his / her favorite song with correct use of grammar talk about my favorite song with correct pronunciation talk about his / her favorite song with wide use of vocabulary resource talk about his / her favorite song with fluency 174 PEER - ASSESSMENT FORM 25 After finishing the task, assess your work by filling out the following checklist Excellent Good Needs improvement Unacceptable Levels of Strengths / weaknesses / next achievement steps for improvement My partner can answer the questions in the interview about his/her coming stay on a new planet coherently answer the questions in the interview about his/her coming stay on a new planet with correct grammar answer the questions in the interview about his/her coming stay on a new planet with correct pronun answer the questions in the interview about his/her coming stay on a new planet with wide vocabulary resource answer the questions in the interview about his/her coming stay on a new planet with fluency 175 APPENDIX D: ANALYTIC SPEAKING RATING SCALE FOR SELF-ASSESSMENT AND PEER-ASSESSMENT Modified from Lim (2007, p 175) and IELTS Speaking Band Descriptors Achievement Fluency Coherence Vocabulary Grammar Pronunciation level Excellent Generally Speaks Effective use of Very natural coherently with vocabulary grammatical errors delivery, only fully the task with few errors evident pronunciation, occasional appropriate inappropriacies halting when cohesive inconsistencies searching for features of appropriate for few ions fully of a few rhythm, intonation and Develops ideas words/express Occasional pronunciation and but appropriately comprehension is not impeded Good Hesitates and Uses a range of For repeats connectives part, times but can and use generally markers maintain flow at a discourse with some flexibility of speech the most Some errors in Rhythm, effective use of sentence intonation and structures pronunciation of vocabulary grammatical require with forms but these careful some examples not interfere listening; some of inappropriacy with errors the task for and comprehension more of pronunciation which may occasionally lead to incomprehensi on Needs improvement Speech slow is and Links basic Limited use of Speech is but vocabulary with broken and n suffers due to by frequent errors sentences Comprehensio hesitant with repetitious frequent distorted Maintains use of simple inappropriacies frequent errors speech in a connectives intonation and passive and pronunciation some in rhythm, 176 manner and needs regular breakdowns in coherence prompts Unacceptable Speaks so Is frequently Inappropriate Unable to little that no unable to link and inadequate construct „fluent‟ simple vocabulary comprehensible speech can be sentences said to occur convey message and basic sentences Words are unintelligible 177 APPENDIX E: TABLE CONTENTS OF MODULE 9-15, NEW CUTTING EDGE COURSEBOOK Figure 1: Table contents of Module 9-15, New Cutting Edge coursebook 178 Figure 2: Table contents of Module 9-15, New Cutting Edge coursebook (cont) 179 APPENDIX F: SOME SAMPLES OF SELF-ASSESSMENT AND PEER-ASSESSMENT COMPLETED BY STUDENTS Figure 1: A sample of a self-assessment form completed by students Figure 2: A sample of a peer-assessment form completed by students 180 APPENDIX G: STUDENTS’ PRE - POST TEST QUESTIONNAIRE English Version STUDENTS’ SURVEY QUESTIONNAIRE The purpose of this questionnaire is to collect data about your learner autonomy level The information you provide will be used for academic purposes only Thank you very much for your help! I Please make a cross (x) in the appropriate boxes to indicate your choice Your name: ………………… Your gender: Male □ Female □ Your Age: ………………… No of years studying English: ………………… II The statements below are designed to explore the level of your learner autonomy in learning English To what extent you think that these statements are true for you? Please indicate the degree of your agreement by circling the corresponding number for each item, using the scale below never or almost never true for me occasionally true for me sometimes true for me usually true for me always or almost always true for me 181 NO STATEMENTS English is one of my goals in the future I am aware of my studies I want to be a good English learner I set my goals based on my current level of English proficiency I set my own goals for each week I set my own goals for each semester I set my own goals for each year I make a specific schedule for my English learning I plan a place for my learning such as library and self-study room 10 I plan the things I have to in a week 11 I use a planner to keep track of what I am supposed to accomplish 12 I consider suitable ways to improve my English skills 13 I figure out the steps or activities for improving my English skills 14 I plan how much time to spend on each skill I have to improve in a week 15 I communicate with foreigners in English 16 I study in an English-speaking environment if having a chance 17 I find a part-time job where only English is used to learn English 18 I ask my classmates or teacher immediately if I not understand something 19 I look for opportunities to use English as much as possible 20 I look for friends to learn English in a group 21 I find as many ways as I can to improve my English 22 I use time effectively 23 I make my schedule so I will have enough time to study English 24 I study things which were not from my class 25 I know the method which suits me best and use it 26 I study English regularly even with limited time 27 I make use of materials & resources when studying E at home 28 I notice my mistakes & use that information to help me better DEGREE OF AGREEMENT 182 29 I reflect on what I learn and look for something important 30 I check to make sure that I understood the lesson 31 I know my good points and weaknesses 32 I evaluate the quantity of the knowledge that I have acquired 33 I consciously take proficiency tests like Toeic, Toefl or Ielts to check my level 34 I reflect on what I learn and look for something important 35 I evaluate my learning methods 36 I evaluate my learning materials 37 I write down my feeling towards my English studies in a language learning diary 38 I reward myself when I make progress in learning English Vietnamese Version BẢNG CÂU HỎI KHẢO SÁT DÀNH CHO SINH VIÊN Mục đích bảng câu hỏi khảo sát để thu thập số liệu mức độ tự giác viêc học Tiếng Anh bạn Thông tin mà bạn cung cấp sử dụng cho mục đích nghiên cứu Cám ơn giúp đỡ bạn! I Hãy đánh dấu chéo (x) vào khung ứng với lựa chọn bạn điền vào khoảng trống □ Nữ □ Tên:………………… Giới tính: Nam Tuổi: ………………… Số năm học Tiếng Anh: ………………… II Các ý kiến nhằm tìm hiểu mức độ tự giác việc học Tiếng Anh bạn Bạn vui lòng cho biết ý kiến cách sử dụng mức độ bên khoanh tròn số tương ứng để mức độ đồng tình bạn với câu Các mức độ dùng để đánh giá: không đúng thường 183 STT Ý KIẾN VỀ MỨC ĐỘ TỰ HỌC Tiếng Anh mục tiêu tương lai Tơi ý thức việc học Tôi muốn trở thành người học giỏi Tiếng Anh Tôi đặt mục tiêu dựa lực Tiếng Anh Tôi đặt mục tiêu cho tuần Tôi đặt mục tiêu cho học kì Tơi đặt mục tiêu cho năm Tôi lập thời gian biểu cụ thể cho việc học Tiếng Anh Tôi lên kế hoạch địa điểm học Tiếng Anh tơi ví dụ thư viện, phịng tự học 10 Tôi lên kế hoạch thứ mà phải làm tuần 11 Tôi sử dụng bảng kế hoạch để theo dõi thứ muốn đạt trình học Tiếng Anh 12 Tôi xem xét cách phù hợp để cải thiện kĩ Tiếng Anh tơi 13 Tơi tìm bước hoạt động để cải thiện Tiếng Anh 14 Tôi hoạch định thời gian cụ thể cho việc cải thiện kĩ tuần 15 Tơi giao tiếp với người nước ngồi Tiếng Anh 16 Tơi học mơi trường nói Tiếng Anh có hội 17 Tơi tìm mơi trường có sử dụng tiếng Anh để làm thêm 18 Tôi hỏi bạn lớp giáo viên tơi khơng hiểu điều Tiếng Anh 19 Tơi tìm kiếm hội để sử dụng Tiếng Anh nhiều tốt 20 Tôi tìm kiếm bạn để học Tiếng Anh theo nhóm 21 Tơi tìm cách để cải thiện Tiếng Anh 22 Tôi sử dụng thời gian hiệu 23 Tơi lập thời gian biểu để có đủ thời gian học Tiếng Anh 24 Tôi học phần khơng có lớp 25 Tơi biết phương pháp phù hợp với sử dụng MỨC ĐỘ TÁN THÀNH 184 26 Tơi cố gắng học Tiếng Anh đặn dù có hạn hẹp thời gian 27 Tôi tận dụng nhiều nguồn tài liệu học nhà 28 Tôi để ý lỗi dùng để giúp học tốt 29 Tôi tự xem lại điều học tìm kiếm chi tiết quan trọng 30 Tơi kiểm tra để chắn hiểu 31 Tôi biết điểm mạnh điểm yếu 32 Tơi đánh giá số lượng kiến thức mà đạt 33 Kiểm tra trình độ Tiếng Anh cách tự nguyện tham gia kiểm tra Toeic, Toefl, Ielts 34 Tơi tự xem lại điều học tìm kiếm chi tiết quan trọng 35 Tôi đánh giá phương pháp học 36 Tơi đánh giá tài liệu mà học 37 Tơi ghi lại cảm xúc việc học Tiếng Anh nhật kí 38 Tơi tự thưởng cho đạt thành tích viêc học Tiếng Anh 185 APPENDIX H: CRONBACH’S ALPHA LEVEL OF FIVE LEARNER AUTONOMY DIMENSIONS Table 1: Cronbach’s alpha of Dimension (6 items) in pretest and posttest questionnaire Dimension Goal-setting (6 items) No Cronbach's alpha of the scale Cronbach's Alpha if Item Deleted Pretest Posttest 772 785 I am aware of my studies 737 754 I want to be a good English learner 780 801 I set my goals based on my current level of English proficiency 754 747 I set my own goals for each week 751 722 I set my own goals for each semester 707 738 I set my own goals for each year 686 745 *Shading: Values higher than the current Cronbach‟s alpha of the dimension Table 2: Cronbach’s alpha of Dimension (6 items) in pretest and posttest questionnaire Dimension Planning Cronbach's Alpha if Item Deleted Pretest Posttest Cronbach's alpha of the scale 752 795 I make a specific schedule for my English learning 705 745 I plan a place for my learning 741 794 10 I plan the things I have to in a week 726 720 11 I use a planner to keep track of what I am supposed to accomplish 682 759 13 I figure out the steps or activities for improving my English skills 775 789 14 I determine how much time to spend on each skill I have to improve in a week 664 765 (6 items) No *Shading: Value higher than the current Cronbach‟s alpha of the dimension in pretest and value lower than the current Cronbach‟s alpha of the dimension in posttest 186 Table 3: Cronbach’s alpha of Dimension (7 items) in pretest and posttest questionnaire Dimension Evaluating (7 items) No Cronbach's alpha of the scale Cronbach's Alpha if Item Deleted Pretest Posttest 704 645 31 I know my good points and weaknesses 666 601 32 I evaluate the quantity of the knowledge that I have acquired 625 574 33 I consciously take proficiency tests like Toeic, Toefl or Ielts to check my level 687 650 34 I reflect on what I learn and look for something important 683 611 35 I evaluate my learning methods 641 578 36 I evaluate my learning materials 667 572 37 I write down my feeling towards my English studies in a language learning diary 710 662 *Shading: Values higher than the current Cronbach‟s alpha of the dimension Table 4: Cronbach’s alpha of Dimension (6 items) in pretest and posttest questionnaire Dimension Evaluating (6 items) No Cronbach's alpha of the scale Cronbach's Alpha if Item Deleted Pretest Posttest 710 662 31 I know my good points and weaknesses 682 614 32 I evaluate the quantity of the knowledge that I have acquired 617 585 33 I consciously take proficiency tests like Toeic, Toefl or Ielts to check my level 688 675 34 I reflect on what I learn and look for something important 704 625 35 I evaluate my learning methods 650 613 36 I evaluate my learning materials 671 603 *Shading: Value lower than the current Cronbach‟s alpha of the dimension in pretest and value higher than the current Cronbach‟s alpha of the dimension in posttest ...ii MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ******************** PHAN THI MINH THAO THE ROLE OF USING SELF- ASSESSMENT AND PEER -ASSESSMENT IN EFL SPEAKING SKILLS TO PROMOTE. .. DANG TAN TIN HO CHI MINH City, 2019 i STATEMENT OF AUTHORSHIP I certify that this thesis entitled ? ?The role of using self- assessment and peer -assessment in EFL speaking skills to promote learner. .. resources and support, and evaluating own progress Benson (2001) planning, monitoring and evaluating Little (2003) initiating, monitoring and evaluating Trinh (2005) planning, monitoring and regulating