Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát

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         Topic: A study on peers’ positive feedback in group work by vietnamese efl university students
         Nghiên cứu phản hồi tích cực của bạn cùng lớp khi làm việc theo nhóm của sinh viên việt nam học tiếng anh bậc đại học

Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát

         Abstract: This study was conducted to find out Vietnamese EFL students’ perceptions of peers’ positive feedback in group work and their actual practice of giving positive feedback. The participants included 100 third-year English majors at a university in central Vietnam. Questionnaire, interview, and recorded group observation were used for data collection. The findings show that most EFL university students had awareness of the significance of peers’ positive feedback in group work. With regards to positive feedback, peers resorted to various strategies, including giving some simple phrases such as “Good!”, “Nice!”, “Excellent!”, “Well done!”, some expressionss, including adjective + noun, pronoun + is + (really) + (a) + adjective + noun phrase”, and “What + (a/an) + adjective + noun phrase. Besides, they reported using compliments containing the modal verb should in their utterances. From the findings, suggestions were made for students to deliver positive feedback to peers in group work.

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         Tóm tắt: Nghiên cứu này được thực hiện nhằm tìm hiểu nhận thức và thực hành đưa phản hồi tích cực cho bạn cùng nhóm. Đối tượng tham gia nghiên cứu bao gồm 100 sinh viên năm thứ ba chuyên tiếng Anh tại một trường đại học ở miền Trung Việt Nam. Kết quả cho thấy hầu hết sinh viên có nhận thức cao về ý nghĩa của phản hồi tích cực từ bạn học khi làm việc theo nhóm. Để đưa phản hồi tích cực, sinh viên đã dùng nhiều cách khác nhau bao gồm những cụm từ đơn giản như good, nice, excellent, well-done, một số cấu trúc như Adj + Noun, Pron + is + (really) + (a) + Adj + NP, câu cảm than, và câu với động từ should. Từ kết quả tìm được, nghiên cứu đã đưa ra kiến nghị cho sinh viên về cách đưa phản hồi tích cực cho bạn học khi làm việc theo nhóm. Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát SPSS

1. Introduction

         Peer feedback in general and oral compliments in particular is part of classroom interactions and has been researched in different contexts of English teaching and learning. Given in the right way, feedback made by peers is considered to engage other participants into the tasks at hand as well as to motivate them. Undoubtedly, conducting a study on this topic will shed more light on how peer feedback occurs and how to help students to give and receive feedback effectively.

2. Literature review

2.1. Peer feedback

         Peer feedback is performed by equal-status learners and can be both a form of formative assessment and collaborative learning (Topping, 2003). In some cases, peer feedback can be equivalent and a substitute for teacher feedback. Tsui and Ng (2000) state that peer feedback can raise learners’ awareness of their strengths and weakness, enhance a feeling of recipients, stimulate cooperative learning, and foster ownership.

         Peer feedback is considered to be beneficial in the EFL classroom. First, peer feedback can motivate learners to perform well. Tsui and Ng (2000) stated that students try to avoid being embarrassed in front of their peers rather than their teachers in doing their assignments. Thus, they make efforts to learn and show their performances better. Second, Topping (2003) proved that students found it easy to get feedback from their peers because of their understandable, helpful, and useful responses. The main point here is that students are on the same wavelength (Topping, 2003). This is the reason why they know what the main problems their peers face and how to deal with them in effective ways. Another advantage is that peer feedback can enhance the students’ ability to understand the feedback. Gibbs and Simpson (2004) state that students can give feedback to peers immediately whereas teachers’ feedback is given after finishing teaching a topic, or at the end of the course. Lastly, peer feedback is regarded as replacement for teachers’ feedback in the EFL classroom. Specifically, if teachers are unable to give feedback frequently, students can regularly receive the amount of peers’ feedback during their learning process so that they can gain experience to improve their performances. In sum, peer feedback is obviously beneficial to language learners. Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát SPSS

2.2. Positive feedback

         There are two kinds of peer feedback: positive and negative; however, due to scope of the paper, this study only focuses on investigating positive feedback which is identified as three strategies presented in Table 1 below.
Table 1. Categorization of oral positive feedback (adapted from Reigel, 2005)
         Reigel (2005) pointed out that paralinguistic strategy is nonverbal feedback by gestures and facial expressions that show affirmation such as nodding and laughter. However, this strategy will not be discussed in the current study because the aim of this study is to investigate verbal positive feedback only. The second type is linguistic strategy to display agreement to student’s responses. The last one is praise markers which are comments to motivate, encourage, and prompt the recipient such as “Good!”, “Excellent!”, “Good job!”. Therefore, in this research, positive feedback is one of the meaningful tools including linguistic strategy and praise markers.

2.3. Strategies to give peer positive feedback

         In fact, there are a lot of the strategies of giving peers’ positive feedback in group work in the EFL classroom. Giving peers’ positive feedback depends on many factors such as the strategy of giving compliments, the use of the modal verb should, and the types of feedback. First, verbal positive feedback is considered to be verbal compliments or verbal praises (Deci, Koestner & Ryan, 1999) They show a cognitive evaluation theory which states that verbal rewards are mostly expected to be significant and outstanding, and thus, verbal rewards are believed to increase intrinsic motivation. Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát SPSS
It is undeniable that students should have appropriate strategies in giving verbal positive feedback as verbal compliments to their peers. Wolfson (1984) stated that compliments tend to follow the formulaic system as follows:

1. NP is/looks (really) ADJ. (e.g. “Your opinion is great”)
2. I (really) like/love NP. (e.g. “I really like your idea”)
3. PRO is (really) (a) ADJ NP. (e.g. “That is really a nice suggestion”)
4. You V (a) (really) ADJ NP. (e.g. “You did a good job”)
5. You V (NP) (really) ADV (e.g. “You handled that situation really well”)
6. You have (a) ADJ NP! (e.g. “You have such a wonderful performance”)
7. What (a) ADJ NP! (e.g. “What a lovely answer you have!”)
8. ADJ NP! (e.g. “Nice voice!”)
9.  Isn’t NP ADJ? (Isn’t your idea?)

         Therefore, it can be said that verbal positive feedback is based on a limited variety of lexical items. Besides, Wolfson (1984) affirms that 80% of the positive feedback used as compliments depend on adjectives conveying positive meanings. In Wolfson’s research, two-thirds of all adjectival compliments use only five words such as nice, good, beautiful, pretty, and great. Furthermore, some verbs are used to give positive feedback with positive semantic meanings such as like, love, enjoy, admire, and be impressed by which account for 86% praises. Furthermore, the majority of the compliments (70%) utilized second-person pronouns (You look great) or demonstratives (That’s a nice idea). Therefore, in group work, students may find it easy to give verbal positive feedback to their peers via the use of lexical items. Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát SPSS
Apart from its function as verbal compliments, Ryan (1982) holds that positive feefback can include the modal verb should (e.g. Well done! You should keep up the good work.). In that way, recipients may feel as good as pressured and are stimulated to perform their work well. Therefore, when giving positive feedback to peers, learners should put the word should in their statements to enhance their peers’ learning reinforcement.
         Finally, Tunstall and Gipps (1996) indicate that there are three categories of feedback: peers’ corrective feedback, peers’ evaluative feedback, and peers’ strategic feedback. Peers’ corrective feedback helps learners avoid making mistakes and correct their language use in a positive way. Peers’ evaluative feedback includes a judgment on peers’ performance as in this example: Student A: “That was very good. I like the way you develop your ideas.” Peers’ strategic feedback offers advice on what to do to improve performance. For example, the teacher asks students to work in groups and practice how to pronounce /ð/ sound. The group members can practice and help one another pronounce correctly. There is some peers’ strategic feedback that they can use in this case like this: “Look at my mouth, put your tongue between your upper and lower teeth, let’s say “the, the, the”. Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát SPSS

Xem thêm:

• 🌐 Xin dấu mộc thực tập – Đóng dấu xác nhận thực tập – Giáp lai báo cáo
• 🌐 Giá viết thuê báo cáo thực tập tốt nghiệp là bao nhiêu?

         Therefore, it is evident that the three types of peers’ feedback have an impact on the way peers’ positive feedback is given. In other words, this study will take into account all of the strategies of giving positive feedback such as the strategy of giving compliments, the use of the modal verb should, and the three types of feedback.

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2.4. Previous studies

         Empirical research on peer feedback has been documented in the literature. For example, Gielen et al.’s study (2009) aimed to analyze the role of the characteristics of good peers’
feedback and the effectiveness of peer feedback to support students’ learning. The data was collected from 43 seventh-grade students who were in the same first-year secondary school. The researchers concluded that. However, this effect diminished for students with better pretest performance.
         Jin and Lim (2019) investigated the effects of peer feedback types and feedback acceptance levels on academic achievement in project-based learning and noticed that receiving “justified” comments in feedback improved performance. The participants were 70 middle-school students taking an English course. It was found that there were significant differences in academic achievement in accordance with peer feedback types (corrective vs. suggestive) and feedback acceptance levels (high vs. low). Therefore, it contributed practical implications for the design and implementation of peer feedback activities in project-based learning. Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát SPSS
         Allen and Mills (2013) explored students’ perceptions towards factors which affected peer feedback and provided practical suggestions for managing peer feedback activities with 47 students who were in a first-year academic writing course. The result illustrated the fact that some factors such as age and gender did not influence the peer feedback process whereas language proficiency and topic knowledge were influential factors. Additionally, the study pointed out that peers’ proficiencies differed greatly, the lower proficiency peer was more likely to feel less able to provide adequate feedback.
In Vietnam, Trinh Quoc Lap and Cao Hoang Yen (2013) explored the types of feedback used by competent and less competent learners and measured the extent to which giving feedback affected peers’ ability to write argumentative paragraphs. The researchers obtained data from 24 English learners at a foreign language center in the Mekong Delta of Vietnam. This research identified that the learners did not employ all types of feedback equally and they produced praise to respond to their peers’ writing most frequently. In some cases, Vietnamese students did not want to hurt their peers, so they avoided making many negative comments on peers’ writing. Moreover, some learners were probably unsure whether a certain part of peers’ writing was problematic or not, then they generated general praises instead of specific identification of weak points in peers’ writing accordingly.
         Nguyen Thi Que Phuong (2016) explored the effects of peer feedback on social medial on EFL students by conducting a study aiming at discovering the effect of peer feedback on Facebook on high school students’ writing performance and attitudes. The findings showed that students’ writing performance increased after the study and that the majority of them had positive attitudes towards the use of Facebook for peer feedback. Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát SPSS
In summary, it is evident that the majority of those previous researches have concentrated on the effectiveness of peer feedback in English language skills classes. However, there is a dearth of studies on students’ perceptions and on how students can make the best use of positive feedback in group work so that they can create significant learning progress in language classes. It, therefore, creates a research gap for this current study which was set out to answer the following research questions: 

1. What are Vietnamese EFL university students’ perceptions of peers’ positive feedback in group work?
2.  How do Vietnamese EFL university students give positive feedback to peers in group work?
3. Research design

         In this research, both quantitative and qualitative methods were used. The quantitative approach was adopted to collect the statistical data to analyze participants’ responses to the questionnaire using close-ended questions. The qualitative approach was employed to describe and analyze language expressions from recorded group observation and student participants’ responses to the interview to explore their perceptions towards peers’ positive feedback in group work and their actual practice of giving and receiving peer feedback.
         One hundred third-year students at a university in central Vietnam participated in this study. Ten students out of these 100 students were invited for interviews. Additionally, group observations were recorded with 8 group discussions taking place in 8 periods of English speaking skill classes, given the fact that group work and peer interactions take place more in speaking classes. Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát SPSS
         The questionnaire used in this study included 21 close-ended questions arranged into five-point scales for students to rate: 1: strongly disagree, 2: disagree, 3: neutral, 4: agree, 5: strongly agree. The first cluster of questions in the questionnaire focuses on the EFL university students’ perceptions towards peers’ positive feedback in group work (items 1-4). The second one explores EFL university students’ practice of giving positive feedback to peers in group work activities. It contains 17 items for the purpose of finding when and how peers’ positive feedback in group work is given (items 5-21). All the questionnaire items were written in English and translated into Vietnamese for the students to understand. The interview includes 6 open-ended questions about how the students can give positive feedback to peers in group work, students’ attitudes towards peers’ positive feedback and their problems of giving peers’ positive feedback in group work. Observation was applied in the current study to find out more about the ways positive feedback was delivered by students and students’ evaluation of peers’ positive feedback in group work at university. The researcher conducted 8 group observations in English speaking classes at the research site. With the participants’ permission, their responses were recorded by a mobile phone for detailed analysis.
The analysis was carried out with statistical frequency and percentages using the software SPSS for data from the questionnaire. Interviews were transcribed and searched for themes that answered the research questions. Moreover, group work recordings were extracted for data related to positive feedback given by students to peers. The next section presents the results.

4. Findings

         In order to investigate EFL university students’ perceptions towards peers’ positive feedback in group work, their practice of giving positive feedback to peers in group work, the questionnaire was designed and delivered to 100 EFL university students. The reliability of the questionnaire was processed with the SPSS software version 20.0. The result reveals the Cronbach alpha coefficient of .845. Therefore, the reliability of the questionnaire was .845, larger than .7, indicating good reliability. Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát SPSS
         EFL university students’ perceptions of peers’ positive feedback in group work
         The data of EFL university students’ perceptions towards peers’ positive feedback in group work were analyzed using Descriptive Statistic Test. The results of the test are presented in Table 2.
Table 2. Descriptive statistics
         The results in Table 2 show that the first cluster has the higher mean score (M=4.14) whereas cluster 2 has the lower mean value (M=3.88). Furthermore, a One-sample T-test was conducted on Cluster 1 to evaluate whether the mean score was significantly different from 3.0, the accepted mean for a high level of agreement of the study. The results of the test are demonstrated in Table 2, Table 3, and Table 4.
Table 3 Descriptive statistics of Cluster 1
         The results in Table 2 show that the mean score of each statement in cluster 1 was fairly high (M=4.14). This mean is much higher than the accepted mean for the middle value of the five-point scale (M=3.00). The results, therefore, can be concluded that that the EFL university students had positive perceptions towards peers’ positive feedback in group work. Thus, it is obvious that peers’ positive feedback is an effective way that can considerably have an impact on the process of the EFL university students’ English learning.
Although most of the students supported all the 4 items in Cluster 1, it can be seen from the Table 3 that the means scores of q2, q3, q4 were higher than .4 (M=4.26, M=4.11,
……….
…….

5. Discussion and implications

         The findings from the questionnaire, interview and recorded group observation show that most of EFL university students had positive perceptions of peers’ positive feedback in group work. First, they all claimed that it is inevitable that encouraging is one of the important benefits of peers’ positive feedback. Furthermore, it was reported by the students that peers’ positive feedback could help them improve their English skills. These findings are in line with the suggestion made by Tsui and Ng (2000) that peer feedback could enhance students’ awareness of their strengths and weaknesses, promote a feeling of recipients, stimulate cooperative learning, and foster ownership. Second, EFL students asserted that peers’ positive feedback helps them build their confidence in working in groups besides teachers’ feedback. The current finding corroborates the conclusion made by Tsui, Ng (2000). Tsui and Nguyen’s study pointed out that students try to avoid being less embarrassed in front of their peers than their teachers in doing their assignments (2000). Therefore, they do their utmost to learn and have better performances. In addition, both the results from the questionnaire and interview data proved that peers’ positive feedback in their group work helped most of the students enhance their English skills. The findings of the current study reiterated those achieved by Allen and Mill (2013) which showed the close connection between language proficiency and peers’ positive feedback.
         Moreover, it can be concluded from the questionnaire data that students considered peers’ positive feedback to be as valuable as teacher’s review. This finding is in agreement with that achieved by Gibbs and Simpson (2004) who indicated that peer feedback can substitute teachers’ feedback in EFL classrooms. It means that if teachers are unable to give feedback frequently, students can regularly receive the amount of peers’ feedback during their learning process so that they can gain experience to improve their performance. Additionally, the recorded group observations revealed various strategies students used to give positive feedback to peers. Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát SPSS
         In general, the results obtained from the research showed that students tended to employ the language structures like Adj + Noun, Pro + is + (really) + (a) + ADJ + NP, exclamatory sentences What + (a) + ADJ + NP!, and some phrases like good, good job, excellent, very nice, that’s correct, that’s right to give peers’ positive feedback. This finding seems to be consistent with that of Manes and Wolfson (1981) who found that compliments follow the formulaic system including the above structures. Besides, students used the modal verb should, which are in accord with Ryan’s finding (1982).
         From the findings of the current study, several implications can be drawn. First, EFL teachers should be aware of how peers’ positive feedback becomes meaningful to students. It is, therefore, necessary for teachers to create more opportunities for students to give positive feedback to peers in working in groups. To do this, teachers should design their teaching plans which allocate suitable time for group discussion, and peer feedback. Second, students’ perceptions towards peers’ positive feedback are regarded as the most important factor which contributes to their actual use of peers’ positive feedback. Thus, students need to raise their awareness of the importance of the role of peers’ positive feedback in group work. They should have positive attitudes towards giving and receiving peers’ positive feedback. Realizing the advantages of peers’ positive feedback also has a part in giving peers’compliments. In addition, students should learn how to give positive feedback to peers from their teachers and their teammates. Báo cáo thực tập tiếng Anh Nghiên cứu về phản hồi tích cực – Khảo sát SPSS

6. Conclusion

         In conclusion, this study was set out to investigate EFL university students’ perception and practice of positive peer feedback. The findings of the study confirm the significance of peer feedback, more specifically, positive peer feedback as it contributes to motivate other group members to talk more in group work and gain more confidence in speaking. Due to the scope of this paper, difficulties of giving positive feedback by peers were not reported. Future studies can focus on such issues as whether the feedback made by peers is retained and used in the following group work activities. 

References

Allen, D., & Mills, A. (2013). Peer feedback in the academic English classroom: A pilot study. Komaba Journal of English Education, 4(27), 27-49.
Deci, E.L., Koestner, R., & Ryan, R.M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning.
Learning and Teaching in Higher Education, 1, 3-31.
Gielen, S., Tops, L., Dochy, F., Onghena, P., & Smeets, S. (2009). Learning and instruction: Improving the effectiveness of peer feedback for learning. Science Direct, 20(4), 304-315. Retrieved from

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