An investigation into doing pairwork with peer feedback to develop english pronunciation skills

STATE BANK OF VIETNAM

BANKING ACADEMY OF VIETNAM

FACULTY OF FOREIGN LANGUAGES

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SCIENTIFIC RESEARCH

AN INVESTIGATION INTO DOING PAIRWORK WITH PEER FEEDBACK TO

DEVELOP ENGLISH PRONUNCIATION SKILLS

STUDENT: Truong Binh Minh – 22A7510081

Pham Thi Hien – 22A7510028

Pham Thuy Duong – 21A7510023

Nguyen Thi Giang – 21A7510027

Nguyen Huu Duy – 21A7510021

SUPERVISOR: Le Thi Hong Phuc (M.A)

HANOI, May 2022

STATE BANK OF VIETNAM

BANKING ACADEMY OF VIETNAM

FACULTY OF FOREIGN LANGUAGES

------------o0o-----------

SCIENTIFIC RESEARCH

AN INVESTIGATION INTO DOING PAIRWORK WITH PEER FEEDBACK TO

DEVELOP ENGLISH PRONUNCIATION SKILLS

STUDENT: Truong Binh Minh – 22A7510081

Pham Thi Hien – 22A7510028

Pham Thuy Duong – 21A7510023

Nguyen Thi Giang – 21A7510027

Nguyen Huu Duy – 21A7510021

SUPERVISOR: Le Thi Hong Phuc (M.A)

HANOI, May 2022

An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation

1

PREFACE

We confirm that this research paper is our own work, is not copied from any other person's

work (published or unpublished), and has not previously submitted for assessment either at

Banking Academy or elsewhere.

Signatures of students

Truong Binh Minh

Pham Thi Hien

Pham Thuy Duong

Nguyen Thi Giang

Nguyen Huu Duy

An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation

ACKNOWLEDGMENT

In the process of doing this study, we have received a great deal of help, guidance, and

encouragement from teachers and friends.

First of all, we would like to express our thanks from the bottom of our hearts to Ms. Le

Thi Hong Phuc who gave us suggestions on how to complete the study and always was willing

to give us valuable advice and comments and correct our research paper.

Next, we want to give many thanks to all teachers in Banking Academy in general and

the Faculty of Foreign Languages in particular for their lectures that help us very much in this

research.

Last but not least, we would like to show our gratitude to our families and friends who

always encouraged and supported us to finish our scientific paper.

An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation

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TABLE OF CONTENTS

PREFACE Error! Bookmark not defined.

ABSTRACT 3

ACKNOWLEDGMENT Error! Bookmark not defined.

LIST OF FIGURES 4

LIST OF ABBREVIATION 6

CHAPTER I. INTRODUCTION 7

I.1. Problem Statement and Rationale for the study 7

I.2. Aims and objectives of the study 8

I.3. Research questions 8

I.4. Scope of the study 8

I.5. Methods of the study 9

I.6. Organization 9

CHAPTER II: LITERATURE REVIEW 10

II.1 English speaking skills 10

II.2. English pronunciation skills 11

II.2.1. Overview of Pronunciation skills 11

II.2.2. Factors affecting the development of English pronunciation skills 11

II.3 Pairwork 13

II.3.1. Definition of pairwork 13

II.3.2. Students' perceptions of doing pairwork to develop English pronunciation skills. 13

II.3.3. The effectiveness of doing pairwork 14

III.3.4. Challenges in doing pairwork 15

II.4. Feedback and peer feedback 16

II.4.1. Feedback 16

II.4.2. Peer feedback 19

CHAPTER III: METHODOLOGY 24

III.1. Participants and participant selection method 24

III.2. Data collection method 24

III.3. Data collection procedure 25

III.4. Data analysis method 25

III.5. Data analysis procedure 25

CHAPTER IV: FINDINGS AND RECOMMENDATIONS 27

IV.1. Results 27

IV.1.1. Students' perceptions of doing pairwork with peer feedback in learning English

pronunciation skills 27

An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation

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IV.1.2. The effectiveness of pairwork and peer feedback in learning pronunciation 33

IV.1.3. Challenges in doing pairwork with peer feedback in learning English

pronunciation skills 39

IV.2. Discussion of the research findings 42

IV.2.1. Students’ preferences in using pairwork and peer feedback 42

IV.2.2 The effectiveness of pairwork and peer feedback 43

IV.2.3. Students’ difficulties in using pairwork and peer feedback 44

IV.3 Recommendation 44

IV.3.1. To teachers 44

IV.3.2. To students 46

CHAPTER V: CONCLUSION 47

V.1. Summary 47

V.2. Limitations of the study 47

V.3. Suggestions for further study 48

REFERENCES 49

APPENDICES 1

Appendix 1 1

SURVEY QUESTIONNAIRES 1

CÂU HỎI KHẢO SÁT 6

Appendix 2 10

INTERVIEW QUESTIONS 10

CÂU HỎI PHỎNG VẤN 11

Appendix 3 11

INTERVIEWEES’ RESPONSES 11

CÂU TRẢ LỜI PHỎNG VẤN 18

An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation

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ABSTRACT

Past research has shown that both pairwork and peer feedback in studying have a big

number of influences on students’ English skills in terms of writing, speaking, pronunciation,

etc. However, very few studies have been done on the topic of combining method pairwork and

peer feedback in order to develop English skills and English pronunciation skills in particular.

Therefore, the main aim of this study is to investigate the impact of pairwork and peer feedback

in improving English pronunciation skills among students of the Faculty of Foreign Languages

in Banking Academy. Our research employs mixed methods to collect data, including an online

survey and semi-structured interviews. An online survey was responded to by 124 students, and

the interview was conducted among 6 students. Results indicated that this method mostly has a

positive effect on students' pronunciation skills. Students can improve different aspects of

pronunciation such as intonation, accent, stress, linking sounds, ending sounds, etc. Besides,

they can find out their partners’ mistakes as well as correct their errors in pronunciation based

on receiving feedback from their peers. However, some students also have trouble working with

or giving feedback to their partners. The success of this research field will, hopefully, benefit

the development of students' English pronunciation skills as well as other English oral skills.

An Investigation into Doing Pairwork with Peer Feedback to Develop English Pronunciation

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LIST OF FIGURES

Title Page

Figure 1 Learners' preferences in using pairwork in learning English

pronunciation skills

29

Figure 2 Learners' preferences in giving feedback to their partner in pairwork

activities to improve English pronunciation skills

30

Figure 3 Learners' preferences in receiving feedback to their partners in

pairwork activities to improve English pronunciation skills

31

Figure 4 The importance of pairwork activities in learning English

pronunciation skills

32

Figure 5 The importance of giving and receiving peer feedback in pairwork

activities to improve English pronunciation skills

33

Figure 6 Learners’ wish to continue doing pairwork in learning English

pronunciation skills

34

Figure 7 Learners’ wish to continue giving feedback in pairwork activities to

improve English pronunciation skills

34

Figure 8 Learners’ wish to continue receiving feedback in pairwork activities

to improve English pronunciation skills

35

Figure 9 The improvement of various aspects of English pronunciation when

using pairwork

36

Figure 10 The improvement of various aspects of English pronunciation when

using peer feedback in pairwork activities

37

Figure 11 The influence of pairwork with peer feedback on increasing

motivation in learning English pronunciation skills

38

Figure 12 The influence of pairwork with peer feedback on developing

learner’s autonomy in learning English pronunciation skills

39

Figure 13 The influence of pairwork with peer feedback on developing

confidence in oral skills

40

Figure 14 The types of feedback learners often get from their peer 40