Nghiên cứu phản hồi của bạn học thông qua Google Classroom trong giảng dạy môn Biên dịch tiếng Anh tại Khoa Ngoại ngữ - Đại học Thái Nguyên

THAI NGUYEN UNIVERISITY

SCHOOL OF FOREIGN LAGUAGES

TO THI BICH THUY

A STUDY ON PEER RESPONSE VIA GOOGLE CLASSROOM

ON AN ENGLISH TRANSLATION COURSE AT SCHOOL OF

FOREIGN LANGUAGES – THAI NGUYEN UNIVERSITY

(Nghiên cứu phản hồi của bạn học thông qua Google Classroom

trong giảng dạy môn Biên dịch tiếng Anh tại

Khoa Ngoại ngữ - Đại học Thái Nguyên)

M.A THESIS

Field: English Linguistics

Code: 8220201

THAI NGUYEN – 2020

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

TO THI BICH THUY

A STUDY ON PEER RESPONSE VIA GOOGLE CLASSROOM

ON AN ENGLISH TRANSLATION COURSE AT SCHOOL OF

FOREIGN LANGUAGES – THAI NGUYEN UNIVERSITY

(Nghiên cứu phản hồi của bạn học thông qua Google Classroom

trong giảng dạy môn Biên dịch tiếng Anh tại

Khoa Ngoại ngữ - Đại học Thái Nguyên)

M.A. THESIS

(APPLICATION ORIENTATION)

Field: English Linguistics

Code: 8220201

THAI NGUYEN – 2020

Approved by

Supervisor

Dr. Vu Kieu Hanh

i

DECLARATION

I hereby declare that no part of the enclosed Master Thesis has been copied

or reproduced by me from any other‟s work without acknowledgement and that the

thesis is originally written by me under strict guidance of my supervisor.

ii

ACKNOWLEDGEMENTS

Sincerest and profound gratitude and appreciation are extended to all the

persons who in their own special ways have made this dissertation a reality. The

author is most grateful to:

Dr. Vu Kieu Hanh, her adviser, for her dedication, enduring patience and

concern, guidance, sincere hopes and encouragement for the researcher to finish

the manuscript;

The Panel of Examiners, for their invaluable comments, suggestions and

recommendations to enhance the manuscript of this study;

To the Learning Resource Center of Thai Nguyen University, for the

valuable sources of books and references;

To the authors and researchers of books and unpublished graduate theses

that served as reliable source of data and information presented in the study;

Special thanks to:

Dr. Dang Thi Thanh Huong, the Vice Rector of School of Foreign

Languages – Thai Nguyen University, for her patience and support;

The respondents of the study, for their active involvement. Without their

cooperation the result of this thesis may not be possible;

Her loving classmates and colleagues, for endless support and friendship

which inspires the researcher to put in her best in finishing the study;

Her parents and sibling, for their encouragement, financial, moral and

spiritual supports and for continuously believing that she can finish the task to

the best of her abilities.

To Thi Bich Thuy

iii

ABSTRACT

In teaching English, beside the four skills (reading, writing, listening and

speaking), translating is often supposed to be one of the most necessary and

difficult skills, for both the lecturers and the students have to face great challenges.

Traditional translation classes are boring and stressful, so finding ways to create a

more dynamic, positive, and vibrant learning environment has always been one of

the goals of translation teachers. Based on previous studies that have shown

certain benefits of peer response in the EFL translation and writing class, as well

as the benefits of technology in teaching, this study is intended for finding out the

effects of applying Peer responses through Google Classroom in an English

Translation Course at School of Foreign Languages - Thai Nguyen University. 27

students of English Language Teaching undergraduate program participated in this

study. They were then given questionnaires to refine and provide information to

the writer, from which, combined with data from classroom observations and

assessment of student‟s translations drafts, the author obtained the results of the

study. The study shows that, thanks to the application of peer response via Google

Classroom, not only the student‟s motivation, engagement and interaction have

greatly increased, but also the student‟s translation skills have significantly

improved. This study is a valuable reference for researchers, teachers of translation

courses and others interested in the field.

Keywords: Peer response, Google Classroom, English Translation Course

iv

TABLE OF CONTENT

DECLARATION ............................................................................................... i

ACKNOWLEDGEMENTS ..............................................................................ii

ABSTRACT.....................................................................................................iii

ABBREVIATIONS.......................................................................................... vi

LISTS OF TABLES........................................................................................ vii

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

1.1. Rationale of the study................................................................................. 1

1.2. Aims of the study........................................................................................ 5

1.3. Objectives of the study ............................................................................... 5

1.4. Research Questions .................................................................................... 5

1.5. Scope and limitation................................................................................... 5

1.6. Significance of the study ............................................................................ 6

1.7. Design of the study..................................................................................... 6

1.8. Definition of terms ..................................................................................... 7

CHAPTER 2: LITERATURE REVIEW...................................................... 8

2.1. Review of literature .................................................................................... 8

2.1.1. Collaborative learning ............................................................................. 8

2.1.2.Peer response............................................................................................ 9

2.1.3. Peer response in translation training ..................................................... 13

2.1.4. Peer response on translation courses via Google Classroom................ 16

2.2. Related studies.......................................................................................... 17

2.3.Present status of learning and teaching Translation in School of Foreign

Languages – Thai Nguyen University ............................................................ 19

2.3.1. Courses.................................................................................................. 19

2.3.2. Teachers/Tutors..................................................................................... 20

2.3.3. Students ................................................................................................. 21

CHAPTER 3: RESEARCH METHODOLOGY ....................................... 24

3.1. Research Questions.................................................................................. 24

3.2. Research population and sample.............................................................. 24

v

3.3. Research Context and Settings................................................................. 24

3.4. Data Collection Instruments..................................................................... 26

3.4.1. Primary Data ......................................................................................... 26

3.4.2. Secondary data.................................................................................... 28

3.5. Data Analysis........................................................................................... 28

3.6. Summary .................................................................................................. 29

CHAPTER 4: FINDINGS AND DISCUSSION......................................... 30

4.1. Analysis and Findings.............................................................................. 30

4.1.1. Profile of the respondents...................................................................... 30

4.1.2. Students‟ perceptions toward peer response and Google Classroom ... 32

4.1.3. Students‟ perceptions toward peer response via Google Classroom in 33

Translation Courses......................................................................................... 33

4.1.4. The students learning outcomes............................................................ 44

4.1.5. Class Observation.................................................................................. 45

4.2. Discussion ................................................................................................ 48

CHAPTER 5: CONCLUSION..................................................................... 51

5.1. Summary of the research.......................................................................... 51

5.2. Implications and Recommendations........................................................ 53

REFERENCES.............................................................................................. 55

vi

ABBREVIATIONS

EFL : English as a foreign language

ESL : English as a second language

ICT : Information and Communications Technology

L1 : First language

L2 : Second language

LMS : Learning Management System

SFL-TNU : School of Foreign Languages – Thai Nguyen University

SL : Source language

ST : Source text

TEFL : Teaching English as a Foreign Language

TESL : Teaching English as the Second Language

TL : Target language

WTO : World Trade Organization