Effects of collaborative learning on writing skills and attitudes of intermediate Non-English major students at English zone center of Hoa Sen university

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

EFFECTS OF COLLABORATIVE LEARNING ON WRITING SKILLS AND

ATTITUDES OF INTERMEDIATE NON-ENGLISH MAJOR STUDENTS AT

ENGLISH ZONE CENTER OF HOA SEN UNIVERSITY

A thesis submitted in partial fulfillment of the requirements

for the degree of Master of Arts (TESOL)

Submitted by NGUYEN THI THANH HUYEN

Supervisor

Dr. BUI THI THUC QUYEN

Ho Chi Minh City, August, 2016

i

STATEMENT OF AUTHORITY

I certify that this thesis entitled “Effects of Collaborative Learning on Writing Skills and

Attitudes of Intermediate Non-English Major Students at English Zone Center of Hoa

Sen University” is my own work.

Except where reference is made in the text of the thesis, this thesis does not contain material

puplished 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, August 2016

Nguyen Thi Thanh Huyen

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RETENTION AND USE OF THE THESIS

I hereby state that I, Nguyen Thi Thanh Huyen, being the candidate for the degree of Master

of TESOL, accept the requirements of the University relating to the retention of use of

Master’s Theses deposited in the Library.

In terms of these conditions, I agree that the original of my thesis deposited in the Library

should be accessible for purposes of study and research, in accordance with the normal

conditions established by the Library for the care, loan or reproduction of theses.

Ho Chi Minh City, 2016

Nguyen Thi Thanh Huyen

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ACKNOWLEDGEMENTS

I would like to express my great appreciation and sincere feelings to all those who have

assisted me to fulfill this master’s thesis.

My first deepest gratitude is reserved for my thesis supervisor, Dr. Bui Thi Thuc Quyen

who read my thesis with care and patience, gave me insightful comments, enthusiastic

guidance and constructive suggestions. I am also grateful to her for her constant

encouragement and valuable orientation, especially in challenging moments during the

preparation of the research. I would not have finished this thesis without her valuable support

both mentally and emotionally.

Besides my supervisor, I would like to take this opportunity to thank all my devoted

lecturers who taught me a great deal and gave me the inspiration to pursue my profession

while I was taking the courses at The Open University. All of their goodness will be engraved

on my memory forever.

I am also deeply indebted to my parents and my brother who have always supported

me, encouraged me when I am down and inspired me throughout the process of completion

of the study.

I am most grateful to all of my colleagues and staff members of English Zone Center of

Hoa Sen University (EZC of HSU) for their helps, comments and encouragement during the

time I carried out the research.

Last but not least, I offer my regards and blessings to all students who were willing to

participate in my thesis. Without their contribution, the thesis would not have been

completed.

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ABSTRACT

Collaborative learning (CL) in writing is regarded as an effective method to contribute

to the success of learners in writing. A large number of previous studies investigated the use

of collaborative learning in writing and showed that collaborative learning in writing had

positive effects on learners’ performance. However, most studies were still uncertain of

which aspects of writing skills were improved significantly after applying collaborative

learning. Additionally, most of previous studies focused on investigating how collaborative

learning in writing affected learners’ writing performance or their attitudes separately, while

few studies investigated the effects of collaborative learning in writing on both learners’

writing skills and their attitudes. Also, there is no reseach related to CL in writing carried out

at English Zone Center of Hoa Sen University. Therefore, this study is designed to fill these

gaps. In particular, this study aims to investigate the influence of collaborative learning on

intermediate non-English major students’ writing skills and their attitudes towards using

collaborative learning in teaching writing at EZC of HSU.

To fulfill the aims, the quasi-experimental study was carried out from early September

to December of the academic year 2015-2016 at the head office of EZC of HSU with the

enthusiastic participation of 46 students from two classes (class EGC 2- 2700 and class EGC

2- 1200) of intermediate level. Class EGC 2- 2700 was chosen as the control group which

included 14 males and 9 females. Meanwhile, class EGC 2-1200 was chosen as the

experimental group which consisted of 16 males and 7 females. Data collection was from the

pre-test, the post-test, the questionnaire, and the interview.

The findings of the study revealed that (1) the students in the experimental group had

higher significant improvement in writing skills than those in the control group did in terms

of organization, mechanics (grammar, punctuation, capitalization, and spelling), and sentence

variation and transitions. (2) Most of the students’ perceptions towards collaborative learning

in writing were highly positive. Especially, according to them, they highly evaluated its

significant contribution to improve their writing performance, motivation, and critical

thinking.

Based on the findings, some recommendations were given for the teachers who are

interested in applying collaborative learning in writing class to improve students’ writing

skills.

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TABLE OF CONTENTS

STATEMENT OF AUTHORITY ..............................................................................................i

RETENTION AND USE OF THE THESIS .............................................................................ii

ACKNOWLEDGEMENTS..................................................................................................... iii

ABSTRACT..............................................................................................................................iv

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

LIST OF TABLES....................................................................................................................ix

LIST OF FIGURES AND CHARTS........................................................................................xi

LIST OF ABBREVIATION....................................................................................................xii

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

1.1 Background of the study ..................................................................................................1

1.2 Statement of the problem .................................................................................................2

1.3 Aims of the study .............................................................................................................4

1.4 Research questions...........................................................................................................4

1.5 Significance of the study..................................................................................................4

1.6 Organization of the study .................................................................................................5

CHAPTER 2: LITERATURE REVIEW ..............................................................................6

2.1 Writing teaching and learning ..........................................................................................6

2.1.1 Definition of writing..................................................................................................6

2.1.2 Reasons for teaching and learning writing ................................................................7

2.1.3 Aspects of writing skill..............................................................................................9

2.1.4 Approaches to teaching writing ...............................................................................11

2.1.5 Writing process........................................................................................................15

2.2 Collaborative learning ....................................................................................................18

2.2.1 Definition of collaborative learning.........................................................................18

2.2.2 Characteristics of collaborative learning .................................................................19

2.2.3 Benefits and drawbacks of collaborative learning...................................................22

2.3 Teacher’s and learner’s roles in collaborative learning..................................................28

2.3.1 Teacher’s roles.........................................................................................................28

2.3.2 Learner’s roles.........................................................................................................29

2.4 Collaborative learning in writing ...................................................................................30

2.5 Previous studies..............................................................................................................31

2.6 Chapter summary ...........................................................................................................34

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CHAPTER 3: METHODOLOGY .......................................................................................35

3.1 Research design..............................................................................................................35

3.2 Research site...................................................................................................................36

3.3 Participants.....................................................................................................................37

3.4 Teaching material and time distribution for the implement of the material...................40

3.4.1 Teaching material ....................................................................................................40

3.4.2 Time distribution for the implement of the material ...............................................41

3.5 Lesson plans for experimental group and control group................................................42

3.5.1 Lesson plan for EG..................................................................................................42

3.5.2 Lesson plan for CG..................................................................................................45

3.6 Instruments.....................................................................................................................46

3.6.1 Tests.........................................................................................................................46

3.6.2 Questionnaire for experimental group.....................................................................47

3.6.3 Interview..................................................................................................................48

3.7 Procedures of the study ..................................................................................................49

3.7.1 Pilot study................................................................................................................50

3.7.2 Training teacher.......................................................................................................51

3.7.3 Training students of the experimental and control group before the treatment.......52

3.7.4 Teaching procedure for the experimental and control group ..................................54

3.7.5 Procedure for conducting the tests...........................................................................56

3.7.6 Procedure for conducting the questionnaire ............................................................57

3.7.7 Procedure for conducting the interview...................................................................57

3.8 Assessing the writing paper tests ...................................................................................57

3.9 Data analysis ..................................................................................................................58

3.9.1 Analysis of student’s tests .......................................................................................58

3.9.2 Analysis of student questionnaire............................................................................59

3.9.3 Analysis of student interview ..................................................................................59

3.10 Reliability and validity.................................................................................................60

3.11 Ethical and legal consideration ....................................................................................61

3.12 Chapter summary .........................................................................................................61

CHAPTER 4: DATA ANALYSIS AND INTERPRETATION.........................................62

4.1 Data analysis and interpretation of tests’ scores (in response to research question 1)...62

4.1.1 Independent samples t-test on the pre-test of the control group (CG) and

experimental group (EG)..................................................................................................62

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4.1.2 Pair samples t-test of control group in pre-test and post-test...................................64

4.1.3 Pair samples t-test of experimental group in pre-test and post-test .........................65

4.1.4 Checking assumption about normal distribution of the tests’ scores ......................67

4.2 Data analysis and interpretation of questionnaire (in response to research question 2).70

4.2.1 Students’ attitudes towards the use of collaborative learning in writing class........70

4.2.2 Students’ suggestions about the use of collaborative learning in writing................80

4.3 Analysis of the interview (in response to research question 2)......................................81

4.4 Chapter Summary...........................................................................................................84

CHAPTER 5: DISCUSSION OF FINDINGS .....................................................................86

5.1 Discussion of findings on students’ writing skills (in response to research question 1)86

5.2 Discussion of findings on students’ attitudes (in response to research question 2).......87

5.2.1 The students’ attitudes towards the positive statements..........................................87

5.2.2 The students’ attitudes towards the negative statements.........................................89

5.2.3 The students’ attitudes towards other statements....................................................91

5.3 Chapter Summary...........................................................................................................91

CHAPTER 6: CONCLUSION AND RECOMMENDATIONS........................................92

6.1 Main conclusions of the study........................................................................................92

6.2 Implications....................................................................................................................93

6.3 Limitations .....................................................................................................................96

6.4 Recommendations for further research ..........................................................................96

6.5 Chapter Summary...........................................................................................................97

REFERENCES.......................................................................................................................98

APPENDICES

APPENDIX 1.........................................................................................................................109

APPENDIX 2.........................................................................................................................110

APPENDIX 3.........................................................................................................................111

APPENDIX 4.........................................................................................................................113

APPENDIX 5.........................................................................................................................116

APPENDIX 6.........................................................................................................................119

APPENDIX 7.........................................................................................................................120

APPENDIX 8.........................................................................................................................122

APPENDIX 9.........................................................................................................................126

APPENDIX 10.......................................................................................................................132

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APPENDIX 11.......................................................................................................................134

APPENDIX 12.......................................................................................................................135

APPENDIX 13.......................................................................................................................136

APPENDIX 14.......................................................................................................................137

APPENDIX 15.......................................................................................................................138

APPENDIX 16.......................................................................................................................139

APPENDIX 17.......................................................................................................................140

APPENDIX 18.......................................................................................................................141

APPENDIX 19.......................................................................................................................142

APPENDIX 20.......................................................................................................................143

APPENDIX 21.......................................................................................................................144

APPENDIX 22.......................................................................................................................148

APPENDIX 23.......................................................................................................................154

APPENDIX 24.......................................................................................................................160

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LIST OF TABLES

Page

Table 3.1: Structure of the nonequivalent control group design with pretest and posttest.....35

Table 3.2: Summary of the characteristics of the control group and experimental group…..39

Table 3.3: Structure of writing part In Supplementary Materials for Reading and Writing

book........................................................................................................................................ 41

Table 3.4: Summary of lesson plan for experimental group.................................................. 45

Table 3.5: Summary of the lesson plan for the control group ............................................... 46

Table 3.6: Schedule for the main stages of the research........................................................ 49

Table 3.7: The teaching schedule for the EG and CG ........................................................... 54

Table 4.1: Group statistics on pre-test of control group and experimental group ................. 63

Table 4.2: Independent samples t-test on the pre-test of the control group and experimental

group................................................................................................................... 63

Table 4.3: Paired samples statistics for control group in pre-test and post-test..................... 64

Table 4.4: Results of paired samples test for control group in pre-test and post-test............ 64

Table 4.5: Paired samples statistics for experimental group in pre-test and post-test ........... 65

Table 4.6: Paired samples test for experimental group in pre-test and post-test ................... 65

Table 4.7: The results of writing performance for organization, content, sentence variation &

transitions, vocabulary and mechanics (grammar, punctuation, capitalization,

spelling).............................................................................................................. 66

Table 4.8: Test of normality in the pre-test’s scores of the control group and experimental

group................................................................................................................... 68

Table 4.9: Test of normality in the post-test’s scores of the control group and experimental

group................................................................................................................... 69

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Table 4.10: Students’ attitude towards their writing skills after implementing CL in writing..

............................................................................................................................ 71

Table 4.11: Students’ attitude towards other skills after implementing CL in writing.......... 72

Table 4.12: Students’ attitude towards motivation and confidence after implementing CL in

writing ................................................................................................................ 73

Table 4.13: Students’ attitude towards collective effort and responsibility after implementing

CL in writing ...................................................................................................... 74

Table 4.14: Students’ attitude towards problem-solving and knowledge exchange after

implementing CL in writing ............................................................................... 75

Table 4.15: Students’ attitude towards academic improvement after implementing CL in

writing ................................................................................................................ 75

Table 4.16: Students’ attitude towards positive statements after implementing CL in writing.

............................................................................................................................ 77

Table 4.17: Students’ attitudes towards negative statements of collaborative learning in

writing ................................................................................................................ 78

Table 4.18: Students’ attitudes towards other statements of collaborative learning in writing.

............................................................................................................................ 79

Table 4.19: Students’ suggestions about the use of collaborative learning in writing .......... 80

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LIST OF FIGURES AND CHARTS

Page

Figure 2.1: The process of the writing skill by Hedge (1988) ·································· 15

Chart 4.1: Normal distribution of the pre-test’s scores in the control group and

experimental group ······································································ 68

Chart 4.2: Normal distribution of the post-test’s scores in the control group and

experimental group ····································································· 69

xii

LIST OF ABBREVIATION

EZC: English Zone Center

HSU: Hoa Sen University

CL: Collaborative Learning

ESL: English as a Second Language

EFL: English as a Foreign Language

BA: Bachelor of Arts

MA: Master of Arts

L2: Second language

EGC: English for Global Communication

EG: Experimental Group

CG: Control Group

1

CHAPTER 1: INTRODUCTION

The introduction chapter helps lay background information essential for an

understanding of the issues discussed in this study. Also, it is established with the framework

of the thesis consisting of (1) background of the study (2) statement of the problem, (3) aims

of the study, (4) research questions, (5) significance of the study, and (6) organization of the

study.

1.1 Background of the study

Nowadays, English is an international language and has been playing an important role

in many aspects of life such as studying, communicating and entertaining, etc. Therefore,

learning English is becoming more importance not only to Vietnamese people but also to

people all over the world. As a result, English is considered as a key leading to success in life

when English becomes globalized. Hence, English has become one of the obligatory subjects

in most schools in Vietnam. Especially, the Ministry of Education and Training (MOET) in

recent years has made an immense effort to reform education system including textbook

development and teaching training with the goal of learning English which is focused on how

to help learners use English effectively. It means that four English skills namely listening,

speaking, reading and writing are considered equally important and should be treated equally

among learners.

As a matter of fact, every skill has its own importance and difficulty that can make it

different from other skills. Nevertheless, among of these skills writing is generally considered

the most difficult skill for students to acquire and for teachers to teach. Kroll (1990) said that

“becoming a writer is a complex and on going process, and becoming a writing teacher is no

less complex” (p.1). Also Langan (1987) and Gunning (1998) agree that writing can be a

challenging skill for learners to learn because it is more complex and abstract than talk. In

addition, Dyson and Freedman (1991) add that “writing requires simultaneous use of

phonological, graphic, orthographic, semantic, syntactic, and discourse rule systems” (p.762).

Obviously, writing is a complicated skill to teach as well as to learn since in order to

write well learners have to face with a lot of difficulties in terms of social and cognitive

challenges. However, the writing teaching in Vietnam such as introducing new words,

reading passage, doing grammar tasks, is still common. It means the methodology seems to

lay emphasis on the product approach rather than on the process approach. Moreover, in

Vietnam, students are often asked to write individually and then get feedback from the

2

teacher. Therefore, some of the problems can be found in English writing classrooms such as

learners’ fear of writing, lack of motivation, lack of ideas, poor vocabulary, and lack of

planning (Fulwiler & Young, 1982). In fact, it is very difficult for students to learn well as

they are isolated receivers of knowledge. Hence, learning collaboratively is an essential

component of a writing classroom because it can encourage students to become more deeply

engaged in their writing.

1.2 Statement of the problem

At Hoa Sen University (HSU), students are in need of English mostly for education

requirements, career prospects and employment opportunities. In fact, there are many

subjects taught in English. Hence, students are required to be able to approach their

professional materials written in English. Moreover, benchmark for graduation is applied for

students to make sure all students are well-qualified in English language and can used it for

further studying or for their job in the future. For example, students at college have to submit

an English certificate with IELTS of 4.5, but students at University have to get IELTS of 5.0.

For this reason, English Zone Center of Hoa Sen University (EZC of HSU) is established

with the aim to inspire and empower students to develop competence as well as confidence

and progress in the educational environment of international quality. At EZC of HSU,

textbooks were chosen from international publishers and are modern and up-to-date.

Furthermore, the four skills are scheduled and taught in separated periods or classes in order

to help students have deep understanding and good practice for each skill.

For intermediate level, students are taught grammar, listening, speaking based on

Solutions 2nd edition intermediate by Oxford University Press. However, writing is taught

based on Supplementary Materials for Reading and Writing composed by experienced

teachers at EZC of HSU for internal use only. In this book, there are 5 units for writing. Each

unit is designed consisting of three main parts such as writing skill, grammar and unit

assignment. Each part includes a lot of smaller assignments for students to practice. Unit

assignment of intermediate level mainly includes writing a short paragraph of 150- 180 words

related to some paragraph types such as descriptive, opinion, etc.

In writing and reading period, teachers often have about 120 minutes for teaching both

reading and writing. However, teachers have to check attendance, students’ vocabulary

template and revise the previous lesson. Therefore, the time for teaching writing is only about

50 minutes. In reality, 50 minutes is not enough for teaching theory and asking students to do

all activities related to the theory and then write the unit assignment in the textbook. After