A study on the english-majored sophomores’ responses to peer review technique and the difficulties in applying the activities in their writing 2 classes at Faculty of Foreign Languages, Industrial University of Ho Chi Minh City :Graduation Thesis - Faculty of Foreign Languages

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

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GRADUATION THESIS

A STUDY ON THE ENGLISH-MAJORED

SOPHOMORES’ RESPONSES TO PEER REVIEW

TECHNIQUE AND THE DIFFICULTIES IN

APPLYING THE ACTIVITIES IN THEIR WRITING 2

CLASSES AT FACULTY OF FOREIGN LANGUAGES,

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY.

STUDENT NAME: NGUYEN THI NGOC QUYEN

ID NUMBER: 18072531

CLASS CODE: DHAV14E

COHORT: 2018-2022

SUPERVISOR NAME: LE THI THUY, M.A.

HCMC, 12/ 2021

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

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GRADUATION THESIS

A STUDY ON THE ENGLISH-MAJORED

SOPHOMORES’ RESPONSES TO PEER REVIEW

TECHNIQUE AND THE DIFFICULTIES IN

APPLYING THE ACTIVITIES IN THEIR WRITING 2

CLASSES AT FACULTY OF FOREIGN LANGUAGES,

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY.

STUDENT NAME: NGUYEN THI NGOC QUYEN

ID NUMBER: 18072531

CLASS CODE: DHAV14E

COHORT: 2018-2022

SUPERVISOR NAME: LE THI THUY, M.A.

HCMC, 12/ 2021

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

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Student name : NGUYEN THI NGOC QUYEN

ID Number : 18072531

Class Code : DHAV14E

Cohort : 2018- 2022

Supervisor Name : LE THI THUY, M.A.

Student’s declaration: I declare that this graduation report is entirely my own work and does

not involve in plagiarism or collusion. It also has not been accepted as part of a submission to

another purpose elsewhere. I accept heavy penalty for any cheating or plagiarism.

Date submitted: 09/12/2021

Signed : ………………………

Word count : 8889 words

A STUDY ON THE ENGLISH-MAJORED SOPHOMORES’ RESPONSES TO PEER

REVIEW TECHNIQUE AND THE DIFFICULTIES IN APPLYING THE

ACTIVITIES IN THEIR WRITING 2 CLASSES AT FACULTY OF FOREIGN

LANGUAGES, INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY.

ABSTRACT

Writing is an important skill for foreign language learners. However, there are many learners

who believe that writing is a tough skill to master and that they dislike it. Peer evaluation is

used in Writing 2 class at the Industrial University of Ho Chi Minh City's Faculty of Foreign

Languages to enhance the students’ writing ability.

The researcher's goal in this study is to look into the English-majored sophomores’ responses

to peer review techniques and the difficulties in applying the activities in their Writing 2 classes

at FFL, IUH. Quantitative data were obtained from 232 second-year English majors at the FFL,

IUH. In addition, with the permission of the teachers, the researcher decided to observe Writing

2 classes and collect student papers in order to get additional data for the research.

According to the findings, the majority of participants recognize the benefits of peer review and

wish to continue using it in the future. However, students still have trouble applying peer review

to reviewers and reviewees in the classroom. The major challenge reviewers face when

participating in this activity is that they lack English competence, which makes them hesitant

to provide input on papers; on the other hand, reviewees complain about the responses they

receive, which are often general and even misleading. Finally, the researcher makes some

suggestions for assisting students in overcoming obstacles while using peer review in the

classroom.

Keywords: paragraph writing, peer review, writing skills

ACKNOWLEDGEMENT

I received a lot of aid and support while writing this thesis, which enabled me to overcome the

challenges and stay motivated to finish the study.

First of all, I would like to express my gratefulness to the School Board of Industrial University

of Ho Chi Minh City and the Faculty of Foreign Languages for constantly establishing excellent

conditions for my support.

Second, I would like to show my thankfulness to my supervisor, Ms. Le Thi Thuy, for

energetically guiding me and encouraging me and my team members up when we faced

problems. She has consistently and enthusiastically provided good advice and beneficial

direction that has enabled me to complete my graduation thesis successfully. Despite her hectic

schedule, she took the time to proofread my drafts and provide helpful feedback. This thesis

would not have been feasible without her unwavering support and encouragement.

Third, I have the honor of working alongside two of my team's talented members, Le Hoang

Phuc and Bui Hoang Phuong Nhi. They are really active and creative, and they are always

encouraging me while I work on my graduation thesis.

In addition, I'd like to thank the 232 students in Writing 2 classes who enthusiastically

participated in the survey, allowing me to collect extremely reliable data.

Last but not least, I am immensely grateful for my family's unconditional love. As I work on

my graduation thesis, my parents continually encourage and support me, and it is because of

them that I am more eager and motivated.

TABLE OF CONTENTS

MINISTRY OF INDUSTRY AND TRADE ............................................................................

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY ........................................................

ABSTRACT ............................................................................................................................

ACKNOWLEDGEMENT........................................................................................................

TABLE OF CONTENTS.........................................................................................................

LIST OF FIGURES .................................................................................................................

ABBREVIATION ...................................................................................................................

CHAPTER I: INTRODUCTION ........................................................................................... 1

1.1. Rationale..................................................................................................................... 2

1.2. Research objectives.................................................................................................. 2

1.3. Research questions...................................................................................................... 3

1.3. Scope of the study.................................................................................................... 3

CHAPTER II: LITERATURE REVIEW................................................................................ 4

2.1. An overview of peer review ........................................................................................ 5

2.1.1. The definition of peer review ............................................................................... 5

2.1.2. The benefits of peer review .................................................................................. 5

2.2. An overview of paragraph writing ............................................................................... 6

2.2.1. Definition of writing ............................................................................................ 6

2.2.2. The process of writing.......................................................................................... 7

2.2.3. Definition of paragraph ........................................................................................ 7

2.3. Applying peer review activity in writing classes.......................................................... 8

2.3.1. Rubrics for evaluation .......................................................................................... 8

2.3.2. The responses of students to peer review activity ................................................. 8

2.3.3. Students’ difficulties in applying peer review activity in applying peer evaluation 9

2.4. Previous studies ........................................................................................................ 10

2.4.1. The Impact of Peer Feedback on Improving the Writing skills among Hebron

University Students of Mohammed Farrah in 2012 ...................................................... 10

2.4.2. An Investigation of the Effects of Peer Evaluation in Enhancing Algerian

Students’ Writing Autonomy and Positive Affect of Samira Moussaoui in 2012 .......... 11

CHAPTER III: RESEARCH DESIGN................................................................................. 12

3.1. Research site ............................................................................................................. 13

3.2. Participants............................................................................................................... 13

3.3. Research methodology and research methods............................................................ 13

3.3.1. Research methodology....................................................................................... 13

3.3.2. Research methods .............................................................................................. 13

3.4. Procedures ................................................................................................................ 15

3.5 Data analysis.............................................................................................................. 15

CHAPTER IV: FINDINGS AND DISCUSSIONS............................................................... 17

4.1. Findings.................................................................................................................... 18

4.1.1. Students' writing and peer review ability ................................................................ 18

4.1.2. Students’ perceptions to peer review process.......................................................... 19

4.1.3. The difficulties of applying peer review activities in writing 2 class....................... 24

4.2. Discussion................................................................................................................. 32

4.2.1. Students' writing and peer review ability ............................................................ 32

4.2.2. Students’ perceptions to peer review process...................................................... 32

4.2.3. The difficulties of applying peer review activities in writing 2 class. .................. 32

CHAPTER V: CONCLUSION ............................................................................................ 34

5.1. Conclusion................................................................................................................ 35

5.2. Recommendations for sophomores of FFL in IUH. ................................................... 35

5.3. Research limitations.................................................................................................. 36

5.4. Further research ........................................................................................................ 36

REFERENCES .................................................................................................................... 38

APPENDICES..................................................................................................................... 40

QUESTIONNAIRE ............................................................................................................. 41

SUPERVISOR’S EVALUATION FORM............................................................................ 50

EXAMINER’S EVALUATION FORM............................................................................... 52

PROGRESS FORM............................................................................................................. 41