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 trường Đại học Kinh tế

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 6 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
1. Rationale of the study 1
2. Aims of the study and research questions 1
3. Scope of the study 1
4. Research methodology 2
5. Design of the study 2
PART B: DEVELOPMENT 4
1.1 An overview of teaching writing 4
1.1.1. Teaching writing 4
1.1.2. Writing versus speaking …………………………………………………5
1.1.3 Approaches to teaching writing 6
1.1.3.1. Approaches to teaching writing 6
1.1.3.2 Controlled to Free Approach………………….………………………… 6
1.1.3.3 Free-Writing Approach ………………………………………………… 6
1.1.3.4 Paragraph-Pattern Approach………………………….………………… 6
1.1.3.5 Grammar- Syntax-Organization Approach………….……………………6
1.1.3.6 Communicative Approach……………………………….……………… 7
1.1.3.7 Process Approach…………………………………………… ………… 7
1.1.3.7.1 Pre-writing ………………….…………………………… ………… 7
1.1.3.7.1.1 Brainstorming…………………………………………… …………. 8
1.1.3.7.1.2 Planning…………………………………………….…… …………. 8
1.1.3.7.1.3 Debating……………………………………………… …………. 8

1.1.3.7.1.4 Interviewing………………………………… ………… … ……. 8
1.1.3.7.2 Writing stage…………………………………… ……… …………. 8
1.1.3.7.3 Post-writing stage ……………………………………… …… ……. 9
1.2 Large classes ……………………………………………………… …… ……. 9
1.2.1. Definition of large classes 9
1.2.2 Problems of large classes …………………………………… ……… … 10
1.3 Peer tutoring ………………….……………………… ……… ……… 11
1.3.1 What is peer tutoring? …………………………………… ……… …………. 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 18 182.2.1. Participants
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 .1 Identifying the purpose and audience……………… ….……………… 36
4.2.3 .2 Analyzing models…………………….………………………………… 36
4.2.3 .3 Brainstorming …………………….……………….…………………… 37
4.2.3.4 Interviewing…………………….………………… …………………… 37
4.2.3 .5 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
1. Summary and conclusion of the study 40

vii
2. Limitations of the study 41
3. 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 5 : 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


1
PART A: INTRODUCTION
1. 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 do 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”
2. 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
3. Research questions
The study was carried out in order to find out the answers to 2 research questions

2
(1) How has peer tutoring been used in large writing classes in UNETI?
(2) What are advantages of use of peer tutoring in large writing classes?
(3) What are difficulties of use of peer tutoring in large writing classes?
4. Scope of the study
The study is focused on only second-year college students whose major is economics
and electricity because most of these classes are large classes of 60-100 students. Yet, the
study results cannot be true to all Vietnamese universities with large classes. Thus, my
suggestions of large writing classes though peer tutoring are only appropriate for second-
year college students.

5. Method of the study
Both quantitative and qualitative methods are employed to carry out the study. With the
aim of increasing validity and reliability of the data collected, the survey questionnaires
will be delivered. The purpose of the survey is to collect data about the current situation of
use of peer tutoring in large writing classes. Classroom observations were conducted in
two different classes. After that, the interviews with two teachers were done to clarify
aspects which were inadequate and vague in the survey questionnaires.
6. Significance of the study
It is hope that the study will help to better my own teaching and give the colleagues at

UNETI and those whose are concerned with current situations, advantages and difficulties
of using peer tutoring in large writing classes.
7. Design of the study
The study is comprised of three parts.
Part A - Introduction provides a brief introduction of the study.
Part B– Development which is the main part is divided into 3 chapters.
Chapter 1 – Literature review reviews the literature relevant to the study including aspects
of teaching writing and peer revision.
Chapter 2 – Methodology is a detailed discussion of the method used in the study
encompassing the justification for using action research, the context of the study, the

3
intervention, data collection instruments, data collection procedure, and data analysis
methods.
Chapter 3 – Data analysis, findings present significant findings of the study,. It describes
how collected data is analyzed and presented.
Chapter 4: Recommendation provides recommendations for better teaching and learning
English writing skill through peer tutoring in large classes.
Part C – Conclusion summarizes the main issues addressed in the study. Some limitations
of the study that serve as the basis for the researcher’s suggestions for further study were
also pointed out in this part.

4
PART B: DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
This chapter provides the theoretical background for the study. It covers theories related to
teaching writing, large classes and peer tutoring.
1.1. An overview of teaching writing
Within the traditional higher education system, written output is often used as a
vehicle for assessment of the individual, and collaborative writing can be problematic to
assess. However, in recent years there has been greater interest in writing as a device for
improving learning and thinking, couple with the advocacy of “writing across the
curriculum”, “writing centers”, and “collaborative writing”. Therefore, writing is viewed
more as a process and less as a product, which addresses teachers new challenges how to
teach writing.
1.1.1. Teaching writing
Teaching writing, in language teachers’ opinions, is “a language skill which is
difficult to acquire” (Tribble, 1996: 3) because teaching writing is an increasingly
“multifaceted activity” with some following ideas:
 People learn to write by writing
 Writing is a process
 Writing grows out of many different purposes
 Convention of finished and edited texts are important to readers and therefore to writers
 Writing and reading are related
 Writing has a complex relationship to talk

 Literature practices are embedded in complicated social relationships
 Composing occurs in different modalities and technologies
 Assessment of writing involves complex, informed, human judgment
(Writing Study Group of the NCTE Executive Committee (2004))
As you can see, writing is defined as a complicated language skill in association with
speaking and reading skills. For example, Ur (1996-161) mentioned that teaching writing seems to
be more confusing than teaching speaking. He stated that “most people acquire the spoken
language (at least their own mother tongue) intuitively, whereas, the written form is in most
cases deliberately taught and learned”. He added, “Writing normally requires some form

5
of instruction. It is not a skill that is really picked up by exposure.” (p11).
Moreover, writing is defined as a social process by Candlin and Hyland (1999:
107) .They stated that “Writing is therefore an engagement in a social process, where the
production of texts reflects methodologies, arguments and rhetorical strategies constructed
to engage colleagues and persuade them of the claims that are made”. Hence, teaching
writing is connected with communicational skills of which the relationship between
writers and readers is a main role.
In my opinion, writing skills consist of other skills such as reading, speaking, and
communicative skills. Therefore, teaching writing is overall one, which brings about
teachers and learners’ difficulties in writing.
1.1.2 Writing versus speaking
Both writing and speaking are productive skills. However, according to some
researchers, writing is different from speaking in such terms of three criteria as linguistics,
creating process and interaction.
In terms of linguistics, Ur (1996: 160) distinguished writing from speaking based
on “its explicitness, density and standard language”. He asserted that the distance between
the reader and the writer deprived the writer of speech-related advantages like the real
context, paralinguistic feature etc. The writing content, thus, was expected to be more
explicitly, densely and universally comprehensibly presented than that of speech.

In terms of producing process, these two productive skills are also different.
Raimes (1983: 5) found out that while “speaking is usually spontaneous and unplanned,”
writing process is “recursive, planned” and “time consuming”. Harmer (2004:8) concluded
that writing process with “its recursiveness and multiple drafting” is more complex than
speaking process.
In terms of interaction, according to Ur (1996), due to the “detachment” of space
and time in writing, the writer tends to be cut short of “immediate feedback and
interaction” with “known” audience, which are supposedly available to the speaker (p.
161). Harmer (2004) also points out the two features of face-to-face interaction which
writing is devoid of, i.e. immediate verbal or non-verbal reactions and frequent role
swapping between the addresser and the addressee (p. 8). Consequently, the writers tend to

6
encounter common difficulties in defining audience (Brown, 1994, p. 326) and receiving
feedback from readers (White (1981).
To conclude, regarding the three criteria investigated in previous studies including
linguistic feature, producing process and interaction, writing and speaking, by nature, are
two different stories. This sheds more light on the characteristics of writing.
1.1.3 Approaches to teaching writing
1.1.3.1 Approaches to teaching writing
Raimes (1983: 5- 10) presents 6 approaches to writing, namely: The Controlled-to-
Free Approach, The Free-Writing Approach, The Paragraph-Pattern Approach, The
Grammar-Syntax-Organization Approach, The Communicative Approach, and The Process
Approach.
1.1.3.2 Controlled to Free Approach
This approach stress upon three features: grammar, syntax and mechanics and on
accuracy rather than fluency. Thus, students are likely to have good grammatical
competence and low communication skills.
1.1.3.3 Free-Writing Approach
Unlike the Controlled Approach, the emphasis in this approach is on audience,

content and fluency. However, concern for accuracy and form is seen as of little
importance in this approach. This shortcoming has very likely negative effects on learner’s
grammar competence in writing.
1.1.3.4 Paragraph-Pattern Approach
The Paragraph-Pattern approach stresses on organization. They copy paragraphs
and imitate model passages. This approach is based on the principle that in different
cultures people construct and organize communication with each other in different ways.
Therefore, students should invest time in learning to organize their ideas well in the target
language.
1.1.3.5 Grammar- Syntax-Organization Approach
Teacher adopting this approach often devises writing tasks which draw their
students’ attention to organization while working on grammar and syntax. For example, to
write a clear set of instructions on how to operate a calculator, the writer needs more than
the appropriate vocabulary. He needs the simple forms of verbs, an organizational plan
based on chronology; sequence words like first, then, next, etc. In the preparatory stage,

7
these vocabulary and structures are reviewed and taught. In short, this approach is the
combination of the purpose and the form of the writing.
1.1.3.6 Communicative Approach
The communicative approach emphasizes the audience and purpose of a piece of
writing. In writing class adopting this approach, students are encouraged to ask two
questions as if they wrote in real life:
- Why am I writing this?
- Who will read it?
Providing a reason and an audience for students may provide motivation for them to
write well. Therefore, this approach should be exploited to teach writing to secondary
students as it can vary the situation and context of students’ writing.
1.1.3.7 Process Approach
As mentioned below, writing is a process, so students are given time to set out

ideas, make plans, write a first draft, revise what has been written after a peer feedback,
then they can edit their writing or write other drafts before the final version is produced.
There are different points of views on the number of stages comprising the writing
process. According to Oshima and Hogue (1991), writing process has four stages: pre-writing,
planning, writing and revising draft and writing the final copy to hand in. Tribble (1996)
identified four stages in writing process: pre-writing, drafting, revising and editing. The author of
this study takes the views that are close to the ways Tribble , Oshima and Houge defined writing
process- that is, the writing process comprises three stages: pre- writing, writing, and post-
writing.
1.1.3.7.1 Pre-writing
Pre-writing can be defined as any structural experience that influence active
students’ participation in thinking, talking, writing and working on the topic under the
focus in a writing lesson (Tribble, 1996). In other words, pre-writing stage is the
“information-gathering phase in the process of writing” ( Scarcella & Ofxord ,1992:125 ).
According to Gu Yue Gou (1990:170), pre-writing is a very important stage of the
whole writing process, and the task at this stage may include deciding on the purpose, the
audience, the content, and the general outline.
White and Adrnt (1991) briefly categorized prewriting activities into three types:
generating, focusing and structuring activities.

8
In the view of Bryne (1988), students generate ideas and also develop fluency in
this stage. Pre-writing involves activities like brainstorming, outlining, debating,
interviewing, etc.
1.1.3.7.1.1 Brainstorming
According to Raimes (1983), brainstorming is a technique whose purpose is to
initiate some sorts of thinking process. Whatever the writing assignment is based on- a
reading, picture, textbook topic, personal experience…- it can be preceded by student talks,
especially by a brainstorming activity, with students producing relevant vocabulary,
making comments, asking questions and making associations as freely as they can in a

short time. After brainstorming orally together, students can then do the same on paper,
writing down as many ideas as they can without worrying about grammar, spelling,
organization, or the quality of the ideas.
1.1.3.7.1.2 Planning
In this stage, groups of students spend time organizing and focusing ideas and
outlining their writings (Coffin et al., 2003). Planning is an orientation for students to have
logical sets of ideas that would be later employed in their pieces of writing.
1.1.3.7.1.3 Debating
This is an activity in which groups students orally present two sides of an
argument. Oral debates provide the opportunity to develop some writing skills such as
planning, selecting, marshalling, and organizing ideas. Debating helps students make
judgments about the relevance and logicality of their ideas and make wise choice of which
ideas to be used to compose a text.
1.1.3.7.1.4 Interviewing
In this activity, students are asked to interview other group members for writing
ideas. When the students write the record of an interview, they convey to other genuine
information transmitted to them by other students. The interview is an useful technique
because it creates a relaxing atmosphere in which students have chance to get to know each
other and writing could be more enjoyable and interesting to students.
1.1.3.7.2 Writing stage
The writer starts the while-writing stage as “composing” (Hedge, 1988), “drafting”
(White and Arnt, 1991).

9
According to Tribble (1996:14), during while-writing stage “writers are in dynamic
interaction with” (1) “the idea for their writing” (2) “their probable readers’ expectations”,
and (3) “the model of the genre they are currently composing”.
Besides individual work in this stage, group work and pair work can be used.
1.1.3.7.3 Post-writing stage:
Hedge (1988) asserted revising and editing after composing was an integral part of the

writing process. There are two main post-writing activities. The first, mentioned by Harmer
(2003) are self-revision and self-editing. The second type of post-writing activity is rewriting
based on the feed back or comments from the teachers or their peers (Harmer, 2004).
Teachers are required to guide their students’ writing systematically and flexibly.
Hence, there are a lot of approaches to improve the quality of teaching ESL writing with
many different purposes. As we can see that process approach focuses on readers as well as
process of writing as pre-writing (brainstorming, outlining, debating, interviewing), while-
writing( composing); and post-writing ( revising, editing and publishing with the main role
of audiences). This approach encourages students to fulfill WH questions: What, How, and
for Whom in process of writing. Thus, writers not only concern about purposes and
audience but also have to make decisions on how to begin and how to organize a piece of
writing. They are given time to set out ideas, make plan, write a first draft, revise what has
been written after a peer feedback, then they can edit their writing or write other drafts
before the final version is produced.
In addition, process approach is sociable so it can help students have better
opportunities to discuss with each other. Hence, relationships, academic knowledge and
communicational skills may be improved.
Therefore, my thesis mainly aims the approach of writing – process approach with
three stages of writing: pre-writing, while-writing and post-writing.
1.2 Large classes
The first theory- teaching writing, its approaches and steps of teaching writing, is brought
up clearly in my study. Moreover, I would like to introduce the second issue: defining and
related statements of large classes.
1.2.1 Definition of large classes

10
What is a large class? The answer varies. There are, of course, many very different
notions of what constitutes such a class. As we can see, it is not easy to provide an exact
definition of what constitutes a large class. Language classes also tend to be highly
heterogeneous. That is, students in many of our classes are of different genders, maturity,

occupations, ethnicities, cultural and economic backgrounds as well as personalities.
According to Rob Nolasco & Lois Arthur ( 1988), “ teachers who are used to groups of 12-
14 students might find a group of 20 to be rather threatening. Others may be relieved when
they have only 40….but we have seen very large classes of several hundred students in a
university”. More specifically, Natalie Hess (2005:2) defined large classes as “classes of
thirty or more students in elementary, secondary, adult, and tertiary settings”. In short,
classes of 40 students are defined as large classes so English classes in UNETI are also
large classes because of the number of 60-100 students.
1.2.2 Problems of large classes
Teaching large classes fill with different genders, maturity, jobs, cultural and
economic backgrounds as well as characters. Therefore, many studies show that teachers in
large classes may have some trouble in teaching math, reading and writing. Teachers in
UNETI have the same challenges.


Challenges to teachers’ teaching
Challenges to student’s learning

1. management of paperwork: assigning, marking and
recording work
2. management of distraction: discipline( talking),
late coming
3. Perceived anonymity of students: difficulty to learn
names, engagement and participation, providing
feedback
4. lack of flexibility of class activities: difficulty of
variation of activities, arranging group work
5. diversity of backgrounds and preparation of
students

1. hesitation of asking question or other
ways of showing lack of
understanding
2. Not knowing what is important and
relevant
3. Perceived and feeling of anonymity
that prevents them to challenges
authority of the teacher
4. lack of access to the teacher’s
attention and to share materials and
resources
5. need to be self-driven with little
external push from the teacher to
complete tasks
Table 1: Challenges to teachers and students
Nakabugo, M. G.;Opolot- Ukurut, C.; Ssebbunga, C. M. ; Ngobi, D. H.;Gumisriza,E. L.; Mbaga, R. et al. (1997).
As you can see, almost teachers are difficult to control large class, and arrange group work
while students feel uncomfortable with the authority of the teachers. Large class causes
teachers and students some difficulties in lessons such as temporal and management
aspects.

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In contrast to this, as cited in “Practical tips for teaching large classes – A teacher’s guide”
(2006) states that it may give teachers good chances to advance lecturing; it can also bring
satisfying and fruitful achievements for teachers and learners. Also, teachers can gain some
achievements if they teach in large classes: “Organizational and managerial skills,
interpersonal skills, teaching and presentation skills, evaluation skills”
In short, in order to assist students and teachers in large classes, a lot of researchers and
educator have used peer tutoring as an effective instructional strategies
1.3 Peer tutoring

Peer tutoring has a long historical precedent in western civilization. It reappeared in USA
during the 1960s with popularity in every age group, subject and level of intelligence.
1.3.1 What is peer tutoring?
According to Falchikov ( 2001:1) cited in Adams, J.( 2008): The term” peer” is
now used to describe a variety of relationships in the context of teaching and learning.
Relationship between tutors and tutees may be same- age or cross-age one. Peers is defined
by Cambridge Dictionary (2
nd
edition) as “someone are the same age, or who has the same
social position or abilities as other members of a group”. Therefore, peer tutoring may be
seen as interaction among same-age students while in cross-age tutoring, the tutor is older
than the tutee. However, sometimes the term peer tutoring is used to include both types.
Moreover, Edward E. Gordon(2005) defines that “ Peer tutoring is an instruction in
which one child tutors another in material on which the tutor is an “ expert” and the tutee is
a “ novice””.
Besides, as Wagner.( 1982:5) cited in Deming, M.,P.( 1986) made a definition: “
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”.
In short, Peer tutoring consists of two partners: tutors and tutees- teaching and be
taught, which may foster interaction among same-age learners. It also makes classes’
atmosphere comfortable based on communicative approaches.
1.3.2 Criteria for matching peers
According to Falchikov & Blythman showed that teachers choose tutors with some
following criteria as:
 Randomly assigned by lecturers
 Matched by ability/attainment/gender

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 Selected for interpersonal skills
 Students self-selection/ volunteers

 All participate
The two authors suggested how to match peers. Therefore, my thesis focuses on three main
aspects: gender, knowledge and ability to work together.
1.3.3 Formats of peer tutoring
According to National Center on Physical Activity and Disability( 2011), there are four
types of peer tutoring. First, unidirectional peer tutoring is that the trained peer tutors
teaches the entire time, and the child with a disability remains the students in pair. Second,
Bi-directional , or reciprocal, peer tutoring is that a child with and a child without a
disability form a pair, both of them take turns at being the tutor while the other serves as
the students. Third, class-wide peer tutoring involves breaking the class into dyads. Each
child participates in reciprocal peer tutoring by providing prompts, error correction, and
help their partner. Last, cross-age peer tutoring occurs when an older child is chosen to
tutor a younger child.
According to Topping, K.J( 1996:7), there are nine main formats of peer tutoring based
on the nature of the tutor and the tutor’s role in the learning experience: Cross-year small-
group tutoring, Same year dyadic fixed-role tutoring, Dyadic cross year fixed-role peer
tutoring, Same year dyadic reciprocal peer tutoring, Same year group tutoring, Peer
assisted writing and Peer assisted distance learning. Cross-year small-group tutoring is
defined when older students guides younger students. Each tutor is responsible for a small
group of tutees. Same year dyadic fixed-role tutoring is between two students who are
equal to age, year of study, point in the course, where a student takes responsibility as a
tutor. Dyadic cross year fixed-role peer tutoring in which more experienced students’
partners with and tutees less experienced students, in this case, the peer tutors are generally
juniors and seniors who have performed well academically in the course they tutor. Same
year grouping take part in only a part of classes while the other may continue their regular
work.
In my view, four types of peer tutoring by National Center on Physical Activity and
Disability( 2011) are divided based on organization, structure and age while nine formats
by Topping, K.J( 1996) are really specific and clear for the researcher to study only based

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on the role of tutors. However, participants of the study are merely second-year college
students in UNETI, and peer tutoring is interaction among same-age learners. Therefore, I
decided to choose three following formats for our university such as: Same year dyadic
fixed-role tutoring, same year dyadic reciprocal peer tutoring and same year group
tutoring.
1.3.4 Advantages and difficulties of peer tutoring
1.3.4.1 Advantages of peer tutoring
A lot of advantages arise from the use of peer tutoring as an instructional method in the
classroom, from which students, teachers as well as educational system benefit.
1.3.4.1.1 At the student level
There are five considerable advantages of peer tutoring for students:
First, students may gain higher academic achievement.
Second, they can also establish good relationships in the classes of which there are
individual, cultural and economic differences. They have good interaction with those who
sit next to them and personally explain the work in a way that is just right for them- not too
slow and not too fast.
Third, they may learn in more positive learning environment. They have good
chances to get feedback, get encouraged and get more fun with their partners, which make
students active and motivated in large classes. Also, they have more opportunities to talk
about what they are learning, to practice what they are learning, to read aloud, and to write;
or ask questions when they are confused, without fear of being embarrassed in front of the
whole class.
Next, learners may understand how to enhance personal and social development
through peer tutoring. In other words, they learns how to communicate and listen
effectively
Last, students learn how to take responsibilities for both themselves and their
partners during completing the tasks.
In conclusion, peer tutoring creates learners a positive learning environment to gain
academic knowledge and communicative skills.

1.3.4.1.2 At the teacher level
Large classes cause teachers a lot of challenges so peer tutoring is defined as an
effective instructional strategy to deal with these challenges

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First, peer tutoring has a positive effect on the instructional performance in the
classroom. It provides procedures for individualizing instruction, strategies to assist big
classes, increase opportunities to control and examine student’s performance and their
activities in classes.
Second, teachers can teach not only academic knowledge but also new behavioral
and social skills.
In short, peer tutoring saves time for teachers’ instruction during the lessons while
they can manage the participation as well as activities in large classes.
1.3.4.1.3 At the system level
According to Maheady(1998) cited in Moustapha( 2004), the researcher stated that
peer tutoring provides comprehensive set of strategies for enhancing student achievement,
improving general classroom discipline, reducing academic failure, enhancing faculty’s
instructional capacity, promoting educational reforms, and introducing cost effective
instructional interventions
In conclusion, effectiveness of peer tutoring is widespread at educational systems,
and it contributes to handle challenges in large classes as well as teaching writing.
1.3.4.2 Difficulties in peer tutoring
As cited in Deming (1986), Bloom (1997) and Falchikov (2001) showed one of the
weakest of peer tutoring is organization of peers while Allen( 1976) and Bloom( 1976)
mentioned to the role of tutor and tutee, there are variables affecting the outcomes of
tutoring: personal traits of the tutor and tutee. Then, the effect of the peer tutoring, Harper
et al. (1999) says that peer-mediated strategies are occasionally criticized for their focus on
the development of basic skills and factual knowledge. It lacks the opportunities to develop
the high level of cognitive development. Finally, the logistic factors, Sheldon (2001): time,
space, size and monitoring.

Besides, Maheady( 1998) presented the following difficulties.
a. lack of time lessens the systematic peer training and ongoing evaluation and monitoring.
b. Amount of content coverage possible during teacher-led versus peer teaching methods.
c. Required adaptations to curricula materials need more time and work.
d. The choice of combination and the preparation of the tutor need time and good knowledge
of the students
e. Peer tutoring may provide students a chance of cheating

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The author added that most of difficulties come from the limitation of time
available during implementation.
Powell (1997) also stated that a lot of factors affected peer tutoring such as
a. testing and matching of tutors with students who had similar personalities
b. Disagreement of coordination among tutors and classroom teachers.
c. Frequency and duration of tutoring
d. tutoring time
e. tutoring location
f. quantity and quality of training for tutors
g. levels of parental participation and support.
As you can see, many researchers also agreed that time was the most difficult for
peer tutoring, time is to organize peers, implement peer tutoring during the lesson, and
train students as tutors. Then, how to choose and train tutors as well as match peers are the
second issues. Finally, in UNETI, it is not easy to apply peer tutoring in large classes.
1.4 Teaching writing in large classes through peer tutoring
1.4.1 Using peer tutoring in stages of process writing
Research in the 1960s and 1970s has shown that writing is a process concluding
three stages: pre-writing, writing and re-writing. Good writers followed all three stages and
gaining insight along the way. Hence, the emphasis in writing instruction is not the writing
of a perfect product but instead is the working through of all three stages of composing.
1.4.1.1 Peer tutoring in Pre - writing stage

Prewriting activities are necessary for students because it helps students prepare
ideas, materials and explore many things on the given topics. In this stage students are
often asked to brainstorm, outline, debate and interview, which requires students take part
in either oral or written activities. By doing this, students can develop linguistic skills. Peer
tutoring in this stage is an effective way to assist students in generating, sharing and
focusing ideas, planning the content and organizing the text. Peer tutors need to stress the
importance of writing that is logical, well developed and interesting, while not
overemphasizing the editing techniques of mechanics and spelling. During the stage, they
also quickly divide their analyses into higher order of concerns category includes thesis,
voice or tone, organization and development. On other hand, the lower order of concerns
analyzes problems as sentence structure, punctuation, usage and spelling.
1.4.1.2 Peer tutoring in Writing stage

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During the stage, peer tutors help writers evaluate their higher order of concerns
such as examining choice of word and sentence structures and style of composition. Next,
both tutors and tutees investigate the organization and structure of the writing paper,
meanwhile, tutors can help their partners review some types of organizations. Then, when
peer tutors review the first draft’s organization, they may take notice of parts of the paper
which need more development-the highest order of concern.
1.4.1.3 Peer tutoring in Post - writing stage
During the rewriting period, the tutor can begin to address the lower order of
concerns such as pointing out problems with sentence structure, variety, and length. Also,
the tutor could present mini lessons in usage, spelling and punctuation; and provide
worksheets and other resources for the student to practice weak mechanical areas.This
stage involves the procedures of giving feedbacks for the written version. Feedbacks may
be given by peers which can be done in groups or by teachers. Peer correction is very
important because it could help students develop their critical ability and understand how
other readers respond to their writing.
Therefore, peer tutoring is worthwhile during every part of the writing process, and

peer tutors often provide listening posts for students’ personal and academic problems.
1.5 Effectiveness of using peer tutoring in large writing classes
According to Topping (1996), peer tutoring can be really flexible in time and place.
Therefore, its objective may be so large that this kind of teaching method can be used to
teach not only students/pupils but also those who are disable or dropped-out. Moreover,
according to Buckholt and Wodarski( 1978), peer tutoring can reduce anxiety by
differences in age, status, and background between students and teachers
Moffet cited in Gebhardt (1980) suggested that peer tutoring is useful because it
provided real audience for students’ writing, and chances for interaction between tutors
and writers. The tutors not only show the sense of audiences but they also gain insights
into their own writing as they comment on the partners’ writing. Peer tutors, besides
providing a friendly and safe audience, also share the same undergraduate experience as
their tutees. Close in age to their tutees, these tutors are represented to have already
mastered a skill that the tutee still needs to learn. Consequently, the peer tutor-tutee
relationship is a supportive, non-hostile one.