Đang tải... (xem toàn văn)
Trang 1 QUY NHON UNIVERSITY CHAU NGOC NHU QUYNH TEACHERS'''' AND STUDENTS'''' PERCEPTIONS AND PRACTICES OF PEER FEEDBACK IN EFL WRITING PROCESS Field: Theory and Methodology of English Languag
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY CHAU NGOC NHU QUYNH TEACHERS' AND STUDENTS' PERCEPTIONS AND PRACTICES OF PEER FEEDBACK IN EFL WRITING PROCESS Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Bui Thi Dao, PhD BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN CHÂU NGỌC NHƢ QUỲNH NHẬN THỨC CỦA GIÁO VIÊN, HỌC SINH VÀ THỰC TRẠNG VỀ PHẢN HỒI NGANG HÀNG TRONG QUÁ TRÌNH VIẾT TIẾNG ANH Ngành: Lý luận và phƣơng pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Ngƣời hƣớng dẫn: TS Bùi Thị Đào i STATEMENT OF AUTHORSHIP I certify that, unless otherwise stated in the study report, all of the work done and interpretations made were done by me I certify that this work has not been submitted anywhere in any other form for the fulfillment of any other degree or certification and is being presented in partial fulfillment of my M.A in Theory and Methodology of English Language Teaching Binh Dinh, November 2023 CHAU NGOC NHU QUYNH ii ACKNOWLEDGEMENTS Firstly, I must say that I owe a lot to my supervisor, Dr Bui Thi Dao, who with her extensive knowledge, practical experience, contagious enthusiasm, and meticulous attention to detail motivated and guided me from the research idea to the final version of this report Without the guidance of my supervisor, who has been very supportive, this work would not have been feasible Secondly, I would like to express my sincere gratitude to everyone who contributed their time to my study Without their excitement and openness, I would not have been able to gather crucial information for my study For the time we spent together as well as the knowledge and experience we shared with one another, I also want to express my sincere appreciation to all of my lovely classmates In order for me to complete my course, their unwavering support and inspiration are extremely valuable The support of my family has been crucial to me while I pursued this initiative, and that is the last but not least My parents have always encouraged and directed me in my pursuits, therefore I would want to thank them They epitomize good examples of behavior Finally, thanking everyone who supported me in completing my thesis and wishing them well iii ABSTRACT The investigation of peer feedback in the EFL writing process is the primary subject of this study The purpose of the study is to learn how teachers and students used peer feedback in writing courses, how they perceived it, and any difficulties they encountered Through questionnaires, interviews, and classroom observations, the data were gathered both quantitatively and qualitatively The interview, observation data not only agrees with the questionnaire data, but also reveals fresh and intriguing findings The results showed that most educators and students had favorable opinions about using peer feedback in English writing Despite the fact that most instructors and students believed that the peer feedback approach was helpful, several of them expressed dissatisfaction with this because of various obstacles to peer assessment's effective implementation The study underscores the shared understanding of peer feedback's significance for enhancing writing abilities, critical thinking, and self-improvement in ELF writing classrooms To reduce issues and optimize the use of peer criticism in teaching writing skills, practical recommendations are provided, emphasizing clear instructions, productive dialogue, and a supportive learning environment Keywords: peer feedback, EFL, writing skills, benefits, challenges v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii ABBREVIATIONS AND CONVENTIONS viii LIST OF TABLES ix LIST OF FIGURES x CHAPTER 1: INTRODUCTION 1 1.1 Rationale for the study 1 1.2 Aim and objectives of the study 2 1.2.2 Objectives of the study 2 1.2.3 Research questions 3 1.3 Scope of the study 3 1.4 Significance of the study 3 1.5 Structure of the thesis 4 CHAPTER 2: LITERATURE REVIEW 5 2.1 Writing 5 2.1.1 Definitions of writing 5 2.1.2 Types of writing 6 2.1.3 The importance of writing 7 2.2 Peer feedback 8 2.2.1 Peer feedback definition 8 2.2.2 Objectives of Peer Feedback 8 2.2.3 Importance of Peer Feedback in Language Education 10 2.3 Perceptions 11 2.3.1 Definition of perceptions 11 2.3.2 Types of Perception 12 2.3.3 Teachers' and students’ Perceptions of Peer Feedback 12 2.4 Practices of Teachers and Students in Peer Feedback 13 2.5 Previous related studies 14 vi CHAPTER 3: METHODOLOGY 17 3.1 Research approaches 17 3.2 Research setting and participants 18 3.3 Data collection instruments 20 3.3.1 Questionnaires 21 3.3.2 Interview 22 3.3.3 Observation 23 3.5 Data analysis methods 24 3.6 Summary 25 CHAPTER 4 FINDINGS AND DISCUSSION 26 4.1 Findings from the questionnaire 26 4.1.1 Findings from the questionnaire for teachers 26 4.1.2 Findings from the questionnaire for students 34 4.2 Findings from interviews 42 4.2.1 Teachers interviews 42 4.2.2 Student interviews 45 4.3 Findings from the classroom observation 48 4.3.1 The first observation 48 4.3.2 The second observation 50 4.3.3 The third observation 51 4.4 Summary: 53 CHAPTER 5 CONCLUSION AND IMPLICATIONS 55 5.1 Conclusion 55 5.1.1 Teachers' Perception and Practices 56 5.1.2 Student’s Perception and Practices 57 5.2 Implications 58 5.2.1 Implications for Educators 58 5.2.2 Implications for EFL Teachers 58 5.2.3.Implications for Material Designers 59 5.2.4 Implications for Pedagogical Contribution 59 5.3 Limitations of the study 60 vii 5.4 Suggestions for further studies 60 REFERENCES 54 APPENDICES 1 viii ABBREVIATIONS AND CONVENTIONS EFL: English as a Foreign Language ix LIST OF TABLES Table 1: Teachers’ Demographic Information 19 Table 2: Students' Demographic Information 20 Table 3 Description of the items used for the survey 22 Table 4: Teachers’ perceptions and practices of the advantages of peer feedback 27 Table 5 Teachers’ perceptions and practices of the disadvantages of peer feedback 30 Table 6: Students' perceptions and practices of the advantages of peer feedback 35 Table 7 Students' perceptions and practices of the disadvantages of peer feedback 38