VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES *** NGUYỄN THỊ NGỌC ANH TEACHING WRITING IN LARGE CLASSES THROUGH PEER TUTORING IN UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES DẠY KĨ NĂNG VIẾT Ở LỚP ĐÔNG THÔNG QUA HOẠT ĐỘNG TRỢ GIẢNG GIỮA NGƯỜI HỌC VỚI NGƯỜI HỌC TẠI TRƯỜNG ĐẠI HỌC KINH TẾ-KỸ THUẬT CÔNG NGHIỆP M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 601410 HANOI - 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES *** NGUYỄN THỊ NGỌC ANH TEACHING WRITING IN LARGE CLASSES THROUGH PEER TUTORING IN UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES DẠY KĨ NĂNG VIẾT Ở LỚP ĐÔNG THÔNG QUA HOẠT ĐỘNG TRỢ GIẢNG GIỮA NGƯỜI HỌC VỚI NGƯỜI HỌC TẠI TRƯỜNG ĐẠI HỌC KINH TẾ-KỸ THUẬT CÔNG NGHIỆP M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 601410 Supervisor: Phan Thị Vân Quyên, M.A HANOI - 2011 iii ABSTRACT This study was carry out to investigate (1) current situations of use of peer tutoring in large writing classes (2) advantages of use of peer tutoring in large writing classes and ( 3) difficulties of use of peer tutoring in large writing classes 250 students and teachers are asked to answer survey questionnaires In addition, to clarify the issues raising from the questionnaires, interview and classroom observation were conducted The result showed the evaluation of students and teachers toward use of peer tutoring in large writing classes Because of large-size classes, writing stages is often used peers and teachers mainly use dyadic fixed-role tutoring and match peers based on their students’ knowledge In contrast, students appreciated the effectiveness of dyadic reciprocal-role tutoring In terms of advantages, both of them have the same ideas of advantages in peer tutoring such as: establishing close relationships, providing real audience for writer and reducing discomfort in large writing classes There is little contrast but it is not considerable Besides, in terms of difficulties in peer tutoring, three most difficult issues are listed by both students and teachers: lack of facilities in classes and time iv TABLE OF CONTENTS Page PART A: INTRODUCTION 1 Rationale of the study Aims of the study and research questions Scope of the study Research methodology Design of the study PART B: DEVELOPMENT 1.1 An overview of teaching writing 1.1.1 Teaching writing 1.1.2 Writing versus speaking …………………………………………………5 1.1.3 Approaches to teaching writing 1.1.3.1 Approaches to teaching writing 1.1.3.2 Controlled to Free Approach………………….………………………… 1.1.3.3 Free-Writing Approach ………………………………………………… 1.1.3.4 Paragraph-Pattern Approach………………………….………………… 1.1.3.5 Grammar- Syntax-Organization Approach………….……………………6 1.1.3.6 Communicative Approach……………………………….……………… 1.1.3.7 Process Approach…………………………………………… ………… 1.1.3.7.1 Pre-writing ………………….…………………………… ………… 1.1.3.7.1.1 Brainstorming…………………………………………… ………… 1.1.3.7.1.2 Planning…………………………………………….…… ………… 1.1.3.7.1.3 Debating……………………………………………… ………… 1.1.3.7.1.4 Interviewing………………………………… ………… … …… 1.1.3.7.2 Writing stage…………………………………… ……… ………… 1.1.3.7.3 Post-writing stage ……………………………………… …… …… 1.2 Large classes ……………………………………………………… …… …… 1.2.1 Definition of large classes 1.2.2 Problems of large classes 1.3 Peer tutoring …………………………………… ……… … ………………….……………………… ……… ……… 1.3.1 What is peer tutoring? …………………………………… ……… ………… 10 11 11 v 1.3.2 Criteria for matching peers………………………………… ……… ………… 11 1.3.3 Formats of peer tutoring ………………………………… ……… ………… 12 1.3.4 Advantages and difficulties of peer tutoring…………………………………… 13 1.3.4.1 Advantages of peer tutoring…………………………………… ……… …… 13 1.3.4.1.1 At the student level …………………………………… ……… ………… 13 1.3.4.1.2 At the teacher level …………………………………… ……… ………… 13 1.3.4.1.3 At the system level …………………………………… ……… ……… 14 1.3.4.2 Difficulties in peer tutoring…………………………………… ……… …… 14 1.4 Teaching writing in large classes through peer tutoring ……………………… 15 1.4.1 Using peer tutoring in stages of process writing……………………………… 15 1.4.1.1 Peer tutoring in Pre - writing stage…………………………………… ……… 15 1.4.1.2 Peer tutoring in Writing stage…………………………………… ……… … 15 1.4.1.3 Peer tutoring in Post- Writing stage…………………………………… …… 16 1.5 Effectiveness of using peer tutoring in large writing classes……………………… 16 1.6 Summary…………………………………… ……… ………… ………………… 17 CHAPTER 2: METHODOLOGY 21 2.1 Context of the study 18 2.2 Methodology 18 2.2.2 Instruments 19 2.2.3 Data collection procedure 20 2.3 Summary 20 CHAPTER 3: DATA ANALYSIS AND FINDINGS 21 3.1 Data analysis 21 3.1.1 Data analysis from students’ survey questionnaire…………………………………21 3.1.1.1 Students’ evaluation of current situations of use of peer tutoring………… ……21 in large writing classes 3.1.1.1.1 Frequency of use of peer tutoring in writing classes in UNETI…………………21 3.1.1.1.2 Students’ evaluation of use of peer tutoring and writing stages…………… …21 3.1.1.1.3 Students’ evaluation of Formats of peer tutoring in large writing classes ……… 22 3.1.1.1.4 Students’ evaluation of currently-used criteria for matching peers ………… 23 3.1.1.2 Students’ evaluation of Advantages of peer tutoring in large writing classes … 24 3.1.1.3 Students’ evaluation of Difficulties of peer tutoring in large writing classes ……25 vi 3.1.2 Data analysis from teachers’ survey questionnaire…………………………… … 26 3.1.2.1 Teachers’ evaluation of frequency of using peer tutoring………………… …… 26 in writing classes in UNETI 3.1.2.2 Teachers’ use of use of peer tutoring and stages of writing ……… ………… 26 3.1.2.3 Teachers’ use of Formats of peer tutoring in large writing classes ……… … …27 3.1.2.4 Teachers’ Criteria of matching peers…………………………… 28 3.1.3 Teachers’ evaluation of Advantages of peer tutoring in large writing classes………29 3.2 Findings ………………………………………………………………………………30 3.2.1 Teachers and students’ evaluation of current situations of use of peer tutoring in large writing classes in UNETI……………………………………………… ………30 3.2.1.1 Frequency of use of peer tutoring in large classes……………………………… 30 3.2.1.2 Peer tutoring and stages of writing in large classes in UNETI ………………… 31 3.2.1.3 Formats of peer tutoring in large writing classes in UNETI …………………… 31 3.2.1.4 Criteria of matching peers in large writing classes in UNETI ………………… 31 3.2.1.5 Advantages of peer tutoring in large writing classes in UNETI …………………32 3.2.1.6 Difficulties of peer tutoring in large writing classes in UNETI ………………… 33 3.3 Summary …………………………………………………………………………… 34 CHAPTER FOUR: RECOMMENDATIONS………………………………………… 35 4.1 Upgrading facilities in classes…………………………….………………………… 35 4.2 Improving some class activities …………………….………………………………36 4.2.1 Combining three formats of tutoring……………………………………… ……….36 4.2.2 Encouraging students to communicate in English………………….………….… 36 4.2.3 Bettering the activities of pre-writing stage…………………….………………… 36 4.2.3 Identifying the purpose and audience……………… ….……………… 36 4.2.3 Analyzing models…………………….………………………………… 36 4.2.3 Brainstorming …………………….……………….…………………… 37 4.2.3.4 Interviewing…………………….………………… …………………… 37 4.2.3 Asking journalists’ question …………………….……………………… 38 4.2.4 Bettering the activities of post-writing stage…………………….………………… 38 4.2.5 Training students as tutors………………………….……………………………… 38 4.3 Summary………………………….……………………………… ……………… 39 PART C: CONCLUSION 40 Summary and conclusion of the study 40 vii Limitations of the study 41 Recommendations for further study 41 References 42 Appendix A Appendix B Appendix C Appendix D Appendix F viii LIST OF FIGURES & TABLES Figure 1: Students’ evaluation of frequency of using peer tutoring in writing……… 21 classes in UNETI Figure 2: Students’ evaluation of advantages of peer tutoring in large writing classes….25 Figure 3: Students’ evaluation of difficulties of peer tutoring in large classes………… 25 Figure 4: Teachers’ evaluation of frequency of using peer tutoring in writing classes… 26 in UNETI Figure : Teachers’ evaluation of advantages of peer tutoring in large writing…………29 Figure 6: Teachers’ evaluation of difficulties of peer tutoring in large classes………… 30 Figure 7: Teachers & Students’ evaluation of use of peer tutoring in large writing …… 31 classes Figure 8: Teachers & Students’ evaluation of advantages of peer tutoring in large …… 32 writing classes Figure 9: Teachers & Students’ evaluation of difficulties of peer tutoring in large………33 writing classes Table 1: Challenges to teachers and students…………………………………………….10 Table 2: Frequency of using peer tutoring in large writing classes………………………22 Table 3: Students’ evaluation of frequency of teacher’s using formats of peer ……… 23 tutoring Table 4: Students’ evaluation of Effectiveness of teacher’s using formats of …………23 peer tutoring Table 5: Students’ evaluation of frequency of using criteria of matching peers……………23 Table 6: Teachers’ evaluation of Frequency of using peer tutoring in stages ………… 24 of writing Table 7: Teachers’ evaluation of Effectiveness of using peer tutoring in ………………27 stages of writing………………………………………………………………….27 Table 8: Teachers’ evaluation of Frequency of teacher’s using formats of …………… 27 peer tutoring Table 9: Teachers’ evaluation of Effectiveness of teacher’s using formats…………… 27 of peer tutoring Table 10 : Teachers’ evaluation of Frequency of using criteria of matching peers………… 28 Table 11: Teachers’ evaluation of Effectiveness of criteria of matching peers…………… 29 ix PART A: INTRODUCTION Rationale Numerous methodologies have emerged in the field of education throughout the centuries One of the methods is peer tutoring “Peer tutoring refers to the concept of students teaching other students in formal or informal learning situations that are delegated, planned or directed by the teacher” ( Wagner( 1982-5)) A lot of researches states that peer tutors are effective in helping students with the different stages of the writing process which is considered to be the most difficulty and complex skill in teaching and learning English language Moreover, Johnson and Johnson( 1975-37) showed that “ peer tutoring takes the pressure off the teacher by allowing her to teach a large group of students, at the same time, it allows the slow learners the individual attention they need.” Buckholt and Wodarski( 1978-50) added that “ peer tutoring can reduce anxiety caused by vast differences in age, status, and background between students and teachers A peer tutor can may possible communicate more easily with a student” Therefore, peer tutoring has advantages of teaching in multi-level large classes It creates communicative opportunities as well as additional motivation for learning Also, the teachers not have to have difficulties in management and organization of large classes In addition, I have been teaching English in University of Economic and Technical Industries (UNETI) for at least three years I realize similar issues also have appeared in UNETI, which encourages me to conduct the study “Teaching writing in large classes through peer tutoring in UNETI” Aims of the study This study was aimed to: (1) Examine the current situations of using peer tutoring to teach large writing classes (2) Examine the advantages of use of peer tutoring in large writing classes (3) Examine the difficulties of use of peer tutoring in large writing classes Research questions The study was carried out in order to find out the answers to research questions ... PEER TUTORING IN UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES DẠY KĨ NĂNG VIẾT Ở LỚP ĐÔNG THÔNG QUA HOẠT ĐỘNG TRỢ GIẢNG GIỮA NGƯỜI HỌC VỚI NGƯỜI HỌC TẠI TRƯỜNG ĐẠI HỌC KINH TẾ-KỸ THUẬT CÔNG... diversity of backgrounds and preparation of students Challenges to student’s learning hesitation of asking question or other ways of showing lack of understanding Not knowing what is important and. .. Frequency of use of peer tutoring in writing classes in UNETI…………………21 3.1.1.1.2 Students’ evaluation of use of peer tutoring and writing stages…………… …21 3.1.1.1.3 Students’ evaluation of Formats of