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  • Ký hiệu PL/XG: 370 PHA
    Nhan đề: HUFLIS ENGLISH-MAJORED SOPHOMORES' PERCEPTIONS AND DELIVERY OF PEER FEEDBACK IN ENGLISH SPEAKING CLASSES :
DDC 370
Tác giả CN Phan, Phúc Nhật Ly
Tác giả TT Trường Đại học Ngoại ngữ - Đại học Huế
Nhan đề HUFLIS ENGLISH-MAJORED SOPHOMORES' PERCEPTIONS AND DELIVERY OF PEER FEEDBACK IN ENGLISH SPEAKING CLASSES :NHẬN THỨC VÀ THỰC HIỆN “PHẢN HỒI ĐỒNG ĐẲNG” TRONG LỚP HỌC KỸ NĂNG NÓI TIẾNG ANH /Phan Phúc Nhật Ly; Phan Quỳnh Như
Thông tin xuất bản Huế,2022
Mô tả vật lý 92tr. ;28cm.
Tóm tắt Peer feedback in English speaking classes plays an important role in students’ learning process. However, the perceptions and delivery of peer feedback has not been widely studied in the context of speaking classes of second year students at University of Foreign Languages and International Studies, Hue University. This research was conducted to explore English-majored students' perceptions of peer feedback, use of peer feedback and possible difficulties the students face in English speaking classes. In this study, a mixed- method design was adopted as the research approach, in which questionnaire and interviews were utilised as two major data collection instruments. One a voluntary basis, one hundred sophomore English-majored students at University of Foreign Languages and International Studies, Hue University were invited to answer the questionnaire via a google form and ten of them were invited for semi-structured interviews. The study's findings revealed that most of the students were aware of the importance of peer feedback and its benefits in an English speaking class. When it comes to the use of peer feedback, students reported using peer feedback of various types, including verbal, nonverbal, positive, and negative comments to both their ideas and their speaking performances. Additionally, various challenges were reported upon implementing peer feedback in an English speaking class. The highlighted challenges included the students' limited English proficiency, fear of expressing ideas, time constraints, inadequate guidance of peer feedback from the lecturer. In accordance with the findings, recommendations were suggested to program developers, lecturers and students to promote and maximize the effectiveness of peer feedback in English speaking classes for English major students. vi ACKNOWLEDGEMENTS Foremost, I would like to express my sincere respect and gratitude to Doctor Phan Quynh Nhu, my supervisor for her continuous support and professional guidance, for her enthusiasm, immense knowledge as well as constant encouragement through each step of my research and writing of this thesis. Without her guidance and persistent assistance, this dissertation would not be completed successfully. I could not have imagined having a better advisor and mentor for my graduation thesis. My sincere gratitude will be sent to 100 second year English majored students at HUFLIS who completed the questionnaires and participated in the interviews with enthusiasm and interest. Moreover, I would like to show my thankfulness to my friends for their whole- hearted help and encourage when I dealt with the data analysis and downloaded the precious reference materials. Finally, I am indebted to my family for their encouragement and unconditional support throughout the period I conducted this research.
Từ khóa tự do TA/PPGD/Phương pháp giảng dạy
Tác giả(bs) CN Phan, Quỳnh Như
Địa chỉ 100Kho Tiếng Anh(1): 000049169
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040 |aHUCFL
041 |aENG
082 |a370|bPHA
100 |aPhan, Phúc Nhật Ly
110 |aTrường Đại học Ngoại ngữ - Đại học Huế
245 |aHUFLIS ENGLISH-MAJORED SOPHOMORES' PERCEPTIONS AND DELIVERY OF PEER FEEDBACK IN ENGLISH SPEAKING CLASSES :|bNHẬN THỨC VÀ THỰC HIỆN “PHẢN HỒI ĐỒNG ĐẲNG” TRONG LỚP HỌC KỸ NĂNG NÓI TIẾNG ANH /|cPhan Phúc Nhật Ly; Phan Quỳnh Như
260 |aHuế,|c2022
300 |a92tr. ;|c28cm.
502 |aMA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING
520 |aPeer feedback in English speaking classes plays an important role in students’ learning process. However, the perceptions and delivery of peer feedback has not been widely studied in the context of speaking classes of second year students at University of Foreign Languages and International Studies, Hue University. This research was conducted to explore English-majored students' perceptions of peer feedback, use of peer feedback and possible difficulties the students face in English speaking classes. In this study, a mixed- method design was adopted as the research approach, in which questionnaire and interviews were utilised as two major data collection instruments. One a voluntary basis, one hundred sophomore English-majored students at University of Foreign Languages and International Studies, Hue University were invited to answer the questionnaire via a google form and ten of them were invited for semi-structured interviews. The study's findings revealed that most of the students were aware of the importance of peer feedback and its benefits in an English speaking class. When it comes to the use of peer feedback, students reported using peer feedback of various types, including verbal, nonverbal, positive, and negative comments to both their ideas and their speaking performances. Additionally, various challenges were reported upon implementing peer feedback in an English speaking class. The highlighted challenges included the students' limited English proficiency, fear of expressing ideas, time constraints, inadequate guidance of peer feedback from the lecturer. In accordance with the findings, recommendations were suggested to program developers, lecturers and students to promote and maximize the effectiveness of peer feedback in English speaking classes for English major students. vi ACKNOWLEDGEMENTS Foremost, I would like to express my sincere respect and gratitude to Doctor Phan Quynh Nhu, my supervisor for her continuous support and professional guidance, for her enthusiasm, immense knowledge as well as constant encouragement through each step of my research and writing of this thesis. Without her guidance and persistent assistance, this dissertation would not be completed successfully. I could not have imagined having a better advisor and mentor for my graduation thesis. My sincere gratitude will be sent to 100 second year English majored students at HUFLIS who completed the questionnaires and participated in the interviews with enthusiasm and interest. Moreover, I would like to show my thankfulness to my friends for their whole- hearted help and encourage when I dealt with the data analysis and downloaded the precious reference materials. Finally, I am indebted to my family for their encouragement and unconditional support throughout the period I conducted this research.
653 |aTA/PPGD/Phương pháp giảng dạy
691|a8140111
693|apdf
700 |aPhan, Quỳnh Như|eSupervisor
852|a100|bKho Tiếng Anh|j(1): 000049169
890|a1|b0|c1|d43
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