An investigation into using peer feedback in project based learning for eighth graders in danang lower secondary schools

THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES ại Đ NGUYỄN LÊ NHƯ QUỲNH họ AN INVESTIGATION INTO USING PEER FEEDBACK IN PROJECT-BASED LEARNING FOR c EIGHTH GRADERS IN DANANG LOWER SECONDARY SCHOOLS Đ English Language Teaching 8140111 g ẵn : : N Major Code MASTER THESIS IN EDUCATIONAL STUDIES (A SUMMARY) Da Nang, 2022 This thesis has been completed at University of Foreign Language Studies, The University of Da Nang Supervisor: NGUYEN THI HUYNH LOC, Ph.D ại Đ Examiner 1: HUYNH ANH TUAN, Ph.D họ Examiner 2: LE THI GIAO CHI, Ph.D c Đ -The University of Da Nang g ẵn N The thesis was be orally defended at the Examining Committee Time: Venue: University of Foreign Language Studies This thesis is available for the purpose of reference at: - The University of Da Nang – The center for Learning Information Resources and Communication - Center for Information Technology and Learning Resources, University of Foreign Language Studies –The University of Da Nang Chapter One INTRODUCTION ại Đ 1.1 Rationale More and more people are studying English as a second language or a foreign language, that is the reason why improving and enhancing the English teaching methods becomes a remarkable topic of researchers In terms of English language teaching, with the presence of Communicative Language Teaching (CLT), schools or institutions of secondary education have been making a lot of attempts to give learners many opportunities to access to communicative learning as well as develop soft skills including team work, problem-solving (Casner-Lotto & Barrington, 2006) However, with the traditional learning and teaching methods, where teachers are “the transmitter of the knowledge” while students act as “the receptor of the information” (Alorda, Suenaga, & Pons, 2011, p.1876), it is difficult to increase learners’ actual target language use for communicative purposes One effective way to reach this target is project-based learning (PBL) PBL is a learning process in which learners participate in individual or teamwork projects to work with their partners to create the final product In Vietnam, in recent years, one of significant breakthroughs is the introduction of lessons “Project” in English textbooks for secondary students with the aim to promoting the interaction as well as communication in English Many efforts are made to integrate communicative language teaching in schools, specifically, in Danang city, English teachers at secondary schools have been applying positively numerous approaches when teaching Projects to improve student’s learning Nevertheless, one arising challenge English teachers in Danang city are facing is assessing students’ performance through Projects c họ Đ g ẵn N ại Đ Peer feedback (PF) is used as a means of assisting the process of assessment effectively and creating a cooperative learning environment There have been many researches related to the application of peer feedback into developing writing skill, speaking skill and project-based learning, but mostly for undergraduates at universities Limited attention has been paid to secondary students when considering giving peer feedback in project-based learning Such above reasons have urged me to carry out this research paper entitled “An investigation into using peer feedback in projectbased learning for eighth graders in DaNang lower secondary schools” to examine how students evaluate their peers in PBL as well as difficulties of students during the process of using peer feedback and how to apply peer feedback in PBL effectively 1.2 Aim and Objectives 1.2.1 Aim This study aims to (i) investigate the application of peer feedback in project-based learning of the grade students of secondary schools in Da Nang city (ii) identify difficulties while using peer feedback in team projects for the eighth grade students of secondary schools in Da Nang city 1.2.2 Objectives The objectives of the study are: c họ Đ g ẵn N - Investigate the current reality of using peer feedback in PBL for the eighth grade students of secondary schools in Da Nang city - Explore how peer feedback is conducted in PBL for the eighth grade students of secondary schools in Da Nang city - Identify problems while using peer feedback in team projects for the eighth grade students of secondary schools in Da Nang city 1.3 Research Questions - How is peer feedback applied in PBL for the eighth-grade students of secondary schools in Da Nang city? - ại Đ What are some difficulties students meet when giving peer feedback in PBL? 1.4 Significance of the Study There have been limited research conducted on Peer feedback in English classrooms in Vietnam, so the findings of the research can bring some benefits Peer feedback can be an effective method of assessment that teachers should apply into project-based teaching In addition, implementing giving feedback to assess quality of their fellow students’ work, students can learn how to support one another as well as self-assess based on teacher’s criteria Finally, the study can be used as a reference for those who would like to more research into this field in the future 1.5 Scope of the Study In the scope of the study, the research is confined to investigating application of peer feedback in PBL of the eighth grade students at some secondary schools (FPT, Tay Son, Trung Vuong secondary school) in Da Nang 1.6 Organization of the Study This thesis spreads out as follows: Chapter One: Introduction Chapter Two: Literature Review and Theoretical Background Chapter Three: Research Methods Chapter Four: Findings and Discussion Chapter Five: Conclusion c họ Đ g ẵn N Chapter Two LITERATURE REVIEW AND THEORETICAL BACKGROUND ại Đ 2.1 THEORETICAL BACKGROUND OF PROJECT-BASED LEARNING Project-based Learning (PBL) in class reinforces a solid relationship among teammates as well as stimulates collaboration among students This is a good chance for them to talk more, to share their thoughts about the works of peers and to develop their teamwork skills One of the useful assessment tools needed in PBL is peer feedback Through peer feedback, students have the right to evaluate their mates’ work as the way the teacher did 2.1.1 Definition of Project-Based Learning (PBL According to Holbrook (2007), PBL is a model for classroom activity that shifts away from the usual classroom practices of short, isolated, lecturer-centered lessons PBL learning activities are longterm, interdisciplinary, student-centered, and integrated with realworld issues and practices Vygotsky (1978) also stated that the PBL approach is an “indepth investigation of a real-world topic worthy of children’s attention and effort.” Hence, field trips, experiments, model building, posters, and the creation of multimedia presentations are sample activities within PBL where students with differing learning styles demonstrate their knowledge by means of inquiry c họ Đ g ẵn N 2.1.2 Types of PBL In designing PBL, the project can be classified into different types or categories It is as proposed by Henry, as cited from Sawsan (2014) as follows: The first one is structured projects In this case, the teacher ại Đ determines and organizes in terms of the topic, materials, methodology and presentation It has the following characteristics: the topic is selected by the teacher as well as the methods for collecting and analyzing the information The second is semi-structured project Accordingly, the project is defined and organized in part by the teacher and in part by students The teacher defines the general topic of the project, but the students have full authority to choose their own topic as well as the way they accomplish the information and the project The last one is unstructured projects The project is defined and organized largely by the students themselves Hence, the students have full authority in terms of choosing the topic, materials, methodology and presentation 2.1.3 Principles of PBL Poonpon (2014) highlighted five important principles of PBL as follows: - PBL projects are central, not peripheral to the curriculum; - PBL projects are focused on questions or problems that drive students to encounter and struggle with the central concepts and principles of a discipline; - Projects involve students in a constructivist investigation; - Projects are student-driven to some significant degree; - Projects are realistic, not school-like 2.1.4 Benefits of PBL in English teaching In fact, PBL has several benefits in second and foreign language settings Fried-Booth (2002) states that the process leading to the end-product of project-work provides opportunities for students to develop their confidence and independence The students demonstrate increased self-esteem, and positive attitudes toward learning Skehan (1998) argues that this process can help to enhance students’ autonomy especially when they are actively engaged in c họ Đ g ẵn N ại Đ project planning Autonomous learning is promoted when the students become more responsible for their own learning According to Levine (2004), their language skills can be improved The students engage in purposeful communication to complete authentic activities - tasks with real world relevance and utility; they thus have the opportunity to use language in a relatively natural context and participate in meaningful activities which require authentic language use The authentic activities can provide the opportunity for students to examine the task from different perspectives, enhance collaboration and reflection, and allow competing solutions and diversity of outcome As dealt with in Stoller (2006), PBL provides opportunities for the natural integration of all four skills of reading, writing, listening and speaking Another benefit discussed in the research of Lee (2002) is that the students have enhanced motivation, engagement and enjoyment because project work progresses according to the specific context and students’ interests From a motivational perspective, projects being authentic tasks are more meaningful to students, increase interest, motivation to participate, and can promote learning PBL is said to motivate students as they are wholly engaged in the learning task Enjoyment and motivation also derive from the fact that classroom language is not predetermined, but depends on the nature of the project In addition, PBL can develop many helpful skills for the students Coleman (1992) discusses a benefit related to students increased social, cooperative skills, and group cohesiveness Adopting PBL projects in the classroom also helps reinforce social relationships among team members PBL enhances collaboration among learners, between learners and the teacher, as well as between learners and other community members as well Thus, PBL provides learners with opportunities to learn collaborative skills, such as c họ Đ g ẵn N ại Đ relying on the work of peers and providing thoughtful feedback to peers Making students perform concrete tasks in pairs and groups is common for foreign languages training; this practice stimulates cooperation and knowledge exchange amongst students and it encourages individual students to talk more Allen (2004) presents the benefits of PBL pertaining to the development of problem-solving and higher order critical thinking skills These skills are very important, since they are life-long, transferable skills to settings outside the classroom This means that PBL is an innovative approach that employs a different mode of assessment Utilizing the PBL approach, learners evaluate themselves continuously Assessment is seen as an ongoing, varied and frequent process involving teacher assessment, peer assessment, self-assessment, and reflection To put in a nutshell, PBL is very beneficial to students in general and those of English in particular The question here is what the teacher and students to maximize the benefits of PBL 2.1.5 Steps for implementing a PBL project Step 1: Students and teacher agree on a theme for the project Step 2: Students and teacher determine the final outcome of the project Step 3: Students and teacher structure the project Step 4: Teacher prepares students for the demands of information gathering Step 5: Students gather information Step 6: Teacher prepares students to compile and analyze data Step 7: Students compile and analyze information Step 8: Teacher prepares students for the language demands of the final activity Step 9: Students present the final product Step 10: Students evaluate the project c họ Đ g ẵn N ại Đ 2.1 THEORETICAL BACKGROUND OF FEEDBACK 2.2.1 Formative Assessment Definition Formative assessment is a term used to denote assessment with the purpose of informing and improving teaching and learning Although formative assessment systems and practices are fairly new, the roots of the term may be traced back to the 1960s, to distinctions between formative and summative evaluation (Bloom, 1969; Scriven, 1967) referring to evaluation of a program Since the process of assessment is, as Scriven notes, a single process, i.e making a judgement according to standards, goals and criteria, formative assessment is the same process as summative assessment In addition, assessment becomes formative only if it requires feedback which indicates the existence of a ‘gap’ between the actual level of the work being assessed and the required standard Formative feedback can increase student motivation and self-directed learning and help them to become self-directed learners Examples of formative feedback techniques include many interactive classroom activities, homework and surveys Therefore, effective feedback, effective questioning and effective use of peer and self-assessment are the key issues in assessment for learning and teachers should choose an appropriate assessment for their specific purposes in their classroom to improve their teaching and their students’ learning 2.2.2 Types of Formative Assessment There are a number of different types of formative assessment, but in this paper, the author focuses on some key kinds of formative assessment including formal, informal assessment and student peer feedback 2.2.2.1 Formal and Informal Assessment 2.2.2.2 Feedback and Peer feedback 2.2.2.2.1 Definition of Feedback c họ Đ g ẵn N 10 learners enter into dialogues related to performance and standards” and can be considered as a form of collaborative learning 2.2.2.2.4 Types of peer feedback This section describes the different types of feedback: positive and negative feedback, direct and indirect feedback, textbased feedback, and general feedback Types of feedback will be discussed, and similarities and differences will be compared, in particular, the advantages and disadvantages of each type compared with others will be emphasized ại Đ  Positive feedback and negative feedback  Direct feedback and indirect feedback  Specific feedback and general feedback 2.2.2.2.5 Feedback Training Walker (2009) notes that a necessary precondition for a student to act on a gap is that he/she is given a comment that enables him/her to so: the comments must be usable by the student Lin et al., (2001) in their study mention that specific and critical PF may greatly facilitate students in improving their writing skills Therefore, teachers should first teach students how to give PF and then allow them to practice it more frequently Berg (1999) also emphasizes that feedback training has a positive impact on both the reviewer and the person under review, and that for those who receive feedback training, they are also able to edit their own articles well It is the quality, not just the quantity, of feedback that merits one’s closest attention (Sadler, 1998) Williams (2005) also claims that PF has a positive influence, if students know how to give feedback, that is, if they have previously been adequately trained by a teacher Carr (2008) mentions that teachers need to provide students with guidelines (reference list or checklist) that they can refer to as they consider and evaluate their peers’ written work c họ Đ g ẵn N 11 ại Đ Besides providing feedback to learners, psychological preparation is also very important for the success of feedback Naumoska (2009) emphasizes that learners must take feedback seriously and need to be prepared to make credible judgments, not correct judgments, or just make good judgments so as not to hurt you 2.2.2.2.6 Peer Feedback in Project-Based Learning In the context of project-based learning, peer feedback requires students to work together in pairs or teams, depending on the required projects; therefore, using peer feedback in PBL is considered as cooperative learning Peer feedback has the potential to facilitate learning processes in different ways Evaluating their friends’ project may help learners reflect on their work and improve their own project performance Furthermore, in project-based learning, students can have the opportunity to give feedback to teammates about the behavior, contribution and motivation in teamwork activities Lu and Law (2011) studied peer feedback activities to support high school students’ project-based learning and examined the effects of different types of peer feedback assessment on student learning including cognitive and affective feedback In the setting of English classrooms for secondary schools in VietNam, especially in project periods, students also attend peer feedback activities, but they meet arising difficulties First of all, students not know how to give feedback properly, lack confidence in whether they can provide specific and qualified feedback In terms of language use, they even utilize their mother tongue to give feedbacks Second, students not quite trust peer feedback Students worship teacher’s authority and rely on teacher’s commentary, and they are skeptical about peers’ ability to give feedback, especially peers they consider as lower competence students Third, positive feedback is absent in peer feedback c họ Đ g ẵn N 12 ại Đ Students only focus on the shortcomings and errors of companions, which makes the comment full of correction and criticism and lack of encouragement 2.2.2.2.7 Benefits of Peer Feedback in PBL Peer feedback has been advocated in several studies for a number of advantages Firstly, the learners could enrich their knowledge in a social context and through interactions with their peers whenever they are engaged in terms of the social activities and real situations Based on the collaborative interactionist learning theory, Vygotskys Zone of Proximal Development emphasized that interacting with others will help learners reach the fullest potential through what he called students “zone of proximal development” This refers to the gap between “the learners developmental level and the higher level that they can arrive at through peer interaction.” Peer feedback is also supported by Long and Porter (1985) through the interactionist theories of Second Language Acquisition, which determine that it is crucial for the learners to be encouraged “to negotiate meaning to facilitate second language acquisition” Secondly, peer feedback also builds confidence, raises the motivation and encourages critical thinking for learning According to Mogahed (2009), Liu and Carless (2006), Tsui and Ng (2000), Zhang (1995), peer feedback is a fundamental part of the learning process as it can motivate students as they have a sense of audience, and improve their learning Moreover, Ferri (1995) agreed that peer feedback boost the student‟s confidence and ways to think critically Yang et al., (2006) also add that peer feedback is beneficial in developing critical thinking, learner autonomy and social interaction among students Thirdly, peer feedback opens up the opportunity to strengthen the sense of classroom community As a result, using peer feedback in classroom could enhance the writing skill as well as c họ Đ g ẵn N 13 ại Đ create chance for student to exchange the ideas and give the critical review Furthermore, Allaei and Connor (1990) argued that cultural differences involving the value of peer advice can greatly influence the success of peer reviews as a form of feedback in writing instruction Besides, both Barnes (1976) and Cazden (1988) supported for more peer interaction in written or oral language, which deeply based on social act In addition, peer assessment helps students monitor their own learning, rather than longing for feedbacks from their teachers (Crisp, 2007; Sambell, McDowell, & Sambell, 2006) When studying the effect of peer assessment on project learning, Arista Nur Prihatini (2015) found that peer assessment in PBL had positive impact on the motivation of the students in developing both their speaking skill and teamwork skill This viewpoint is shared by Hunaiti, Z., Grimaldi, S., Goven, D., Mootanah, R., & Martin, L 2010 They supposed that the most vital aspect in assessment for PBL is that teachers need to provide an atmosphere where students are willing to give and get feedback, improve their learning, and make their performance better 2.2.2.2.8 Challenges of Peer Feedbacks in PBL In spite of advantages, peer feedback also raises many concerns and doubts about their disadvantages Firstly, such activity is so time consuming, especially when the learners are unfamiliar with the process As Rollinson (2005) indicates that the peer feedback process is a lengthy one Reading a writing draft, taking notes, then either collaborating with another learner to discuss and write comments or engaging orally with the writer in a feedback circle, will consume a significant amount of time Secondly, the students prefer teachers’ feedback to their peers with various reasons such as the quality of peer feedback, lack of confidence, etc Zhang (1995) found that nearly 94% of the participants preferred teacher feedback to peer feedback He doubts c họ Đ g ẵn N 14 ại Đ whether students are able to provide a high-quality feedback as that their teachers give and he states that “unless we offer our students proper training on giving feedback” After that, they are likely to keep on giving comments on “syntactic mistakes and avoid or ignore the semantic or textual mistakes” regarding to the development of ideas and the content itself Finally, students may be reluctant to make judgements regarding their peers For example, Asian students, who are known as “collectivist, type behaviors which hold high value of safe face” (Paulus, 1999) These students may not want to give feedback for the peer’s writing as that it might cause their friends to “lose face” Thus, in order to keep face as well as to maintain the relationship and avoid the conflicts, students tend not to give the comments sincerely Davies (2000) noticed that students have a negative impression on their peers because they experience difficulty in criticizing their peers or in being judged by peers Such cognitive challenges prevented students from making full use of peer assessment activities (Ching, 2014) 2.3 PREVIOUS STUDIES ABOUT THE APPLICATION OF PEER FEEDBACK Gaynor, James (2019) 's research topic is "Equivalent Review in Classroom: Students' Experience, Quality of Equivalent Feedback and the Role of Evaluation" He believes that peer feedback in classroom can improve students' many skills, such as writing skills, reflective practice and cooperative experience The two-year study explored the implementation of a single-semester repetitive peer review cycle for chemistry seniors studying the mandatory employability module The feedback cycle promotes personal reflection by using small feedback questionnaires This process is assessed by the learning instructor during the resubmission and/or peer feedback phase, where the quality of peer feedback is c họ Đ g ẵn N 15 ại Đ directly assessed The study looked at the quality of peer feedback, the importance of evaluations and students' perceptions of what was most useful Methods include targeted content analysis of generated feedback, students' opinions and focus groups Students have the ability to provide useful feedback on a range of assessment criteria, but tend to focus on the important criteria that are best suited to a particular exercise Nguyen Thi Tuyet Phuong (2012) conducted a study on the theme "Peer Feedback to Second Language Writing through Blogging: A Case Study of EFL Classroom in Vietnam" to explore how Vietnamese EFL students regard blogging as a tool to practice writing, check whether students' comments support colleagues' changes, and assess whether colleagues' comments lead to major changes to written drafts Participants in the study included 11 students from the Vietnamese English as a Foreign Language (EFL) class The data collected included the first and final drafts of the two writing topics, comments published online, and students' responses to questionnaires Students' responses to the questionnaire were analyzed, and their comments were coded as revised orientation or non-revised orientation (Liu & Sadler, 2003) c họ Đ g ẵn N 16 Chapter Three RESEARCH METHODS ại Đ This chapter dedicates to the description of the research design, research methods, participants, procedures done to obtain the data, how they are analyzed, how reliable and valid they are included, and summary is the content of the last part 3.1 Research Design In this study, a hybrid method design was used to help researchers find quantitative and qualitative data to answer the research questions mentioned in Chapter Quantitative research data were collected through questionnaires distributed to Grade students at Trung Vuong FPT Tay Son School to investigate current use and students' perceptions of the benefits and challenges of use Peer Feedback in Project-Based Learning Qualitative data were collected through 02 data collection tools The first tool was an interview with 06 English teachers at FPT Tay Son School, Trung Vuong, to discuss the benefits and challenges of using it Peer Feedback in Project-Based Learning; The second tool is classroom observation to gather information about the current usage status Peer Feedback in Project-Based Learning 3.2 Participants & sampling 3.2.1 Participants Feedback in Project-Based Learning, Therefore, their opinions are considered reliable and valuable for research 3.2.2 Sampling Student participants The study sample was 100 grade students from FPT, Tay Son and Vuong secondary schools Teacher participants c họ Đ g ẵn N 17 ại Đ English teachers have a bachelor's or master's degree in English teaching and have years or more experience in English teaching Teachers learn Vietnamese as their first language and English as their foreign language All the teachers who participated in the interview had experience in using Peer Feedback in Project-Based Learning 3.3 Research instruments There are three main instruments: (1) a student questionnaire, (2) a teacher interview; (3) class observation 3.3.1 Student questionnaire 3.3.2 Teacher interview 3.3.3 Classroom observation 3.4 Data collection procedures 3.5 Data analysis procedures 3.6 Validity and reliability c họ Đ g ẵn N 18 Chapter Four FINDINGS AND DISCUSSION ại Đ 4.1 Using Peer Feedback in Project-Based Learning 4.1.1 Findings from the student questionnaire The survey results show that up to 81% of the 100 students always or usually participate enthusiastically in learning activities that use Peer Feedback 10% of them reported that they only occasionally enthusiastically participate in learning activities that use Peer Feedback However, still 9% admitted that they rarely or never enthusiastically participate in learning activities that use Peer Feedback and they only participate when they receive a request from the teacher họ c 4.1.2 Findings from teacher interviews Of the 06 teachers from lower secondary schools interviewed about the frequency of the application of peer feedback in projectbased learning, they all said that they used peer-to-peer feedback differently in PBL Specifically, among the six teachers interviewed, three teachers said that they often use the peer-to-peer feedback tool in project-based learning, and two teachers said that it is difficult to implement peer-to-peer feedback in project-based learning because each English class has relatively little time, so they only use this method occasionally in class Only one teacher among the interviewees said that they rarely use the peer-to-peer feedback method in project-based learning She said: “I am in charge of the class that has a weak competence in English, so It is really hard to apply this kind of assessment” Nevertheless, there are a considerable number of problems about the use of peer feedback in project-based learning Teacher claimed that the problem might be students’ language proficiency Đ g ẵn N 19 ại Đ He said “Students who are not good at English might struggle to identify the accuracy of a matter or give comments owing to their lack of knowledge, experience and confidence” 4.1.3 Findings from class observations With the consent of the teachers of Class 8A1, Class 8A2 and Class 8A3, the researcher observed three English classes, in which the teachers adopted the equivalent feedback method in project-based learning According to the list of items marked in the classroom observation table, the researcher made the following specific judgments: 4.2 Benefits of using peer feedback in project-based learning 4.2.1 Findings from the student questionnaire The results show that the vast majority of students who participated in the survey are fully aware of the benefits brought by peer feedback Most students think that they can learn English more easily through project-based learnings when using peer feedback Next, they realized that a considerable benefit brought by using peer feedback in project-based learning is that teachers' use of peer feedback in project-based learning provides students with opportunities to communicate ideas, evaluate and criticize The third advantage of using project-based peer-to-peer feedback for students is that teachers use project-based peer-to-peer feedback to help them improve their ability of cooperative learning and social interaction The fourth advantage of using equivalent feedback in project-based learning They can improve 04 language skills, including oral skills, listening skills, reading skills and English writing skills, by using equivalent feedback in project-based learning 4.2.2 Findings from teacher interviews Improve the classroom atmosphere Students improve their cooperative learning ability Students can improve their communication skills c họ Đ g ẵn N 20 ại Đ Students improve their critical thinkingking and criticism 4.2.3 Findings from class observations Students' learning attitude and atmosphere: The assessment contents show the significant benefits of using peer-to-peer feedback in project-based learning, and the researchers found that students' participation enthusiasm is very high through observation In classroom activities, students show a positive attitude towards the classroom When teachers ask questions, they listen carefully and raise their hands enthusiastically When teachers ask students to answer positively, the interaction between students is also frequent In addition, researchers observe that the interaction frequency between students is high In addition, the observation process shows that at well-prepared group meetings of friends, students will come out to receive feedback on the work being done The most important factor of this feedback is the need to model before it With the teacher's guidance, many students will use this time to publicly criticize other students' behaviors instead of doing nothing Students need to be aware of their responsibility for their own considerations, suggestions and feedback, and need to know how to this effectively before Providing feedback forms to students will provide a framework for these group meetings Teacher later checked the form c họ Đ g ẵn N 4.3 Challenges of using peer feedback in project-based learning 4.3.1 Findings from the student questionnaire The results show that the biggest challenge faced by the eighth grade students in FPT, Trung Vuong, Tay Son School when applying peer feedback in Project-Based Learning is that the highest, they are afraid to make an objective assessment because they are worried about conflicts with their classmates Although peer-to-peer feedback in Project-Based Learning provides students with 21 ại Đ opportunities to communicate, express their opinions and evaluate, it will hinder anxiety and fear about the quality of feedback Another challenge is that students often refuse to give feedback because they find themselves unsure of their peer-review ability The use of peer feedback in project-based learning has encountered obstacles, because the respondents believe that their peers usually have negative attitudes when receiving negative evaluations in projectbased English classes 4.3.2 Findings from teacher interviews Peer-to-peer feedback in projects-learning takes a lot of time Students overreact and are irresponsible for fear of breaking off relations with friends Students prefer teachers' feedback A number of students have negative attitudes and lose confidence when they are negatively evaluated by their friends Students lack assessment knowledge and skills 4.3.3 Findings from class observations (1) Time control problem: (2) Teachers' attitudes are not always positive (3) The level of peer-to-peer feedback used by teachers in projectbased learning is general and not really mastered: teachers are confused about the operation and use of this method in the teaching process (4) A few students not pay attention to their classmates' feedback on their learning products or have a negative attitude towards their classmates' negative feedback c họ Đ g ẵn N 22 Chapter Five CONCLUSION From the literature review presented, the methodology used to conduct this study and the results discussed before This chapter presents the summary of the findings, some strategies for teachers to integrate intercultural elements into their teaching journey more effectively are provided, implications, limitations of the study, and recommendation for further research are mentioned in the end 5.1 Conclusion Đ ại First, the use of peer feedback in project-based learning can attract students' attention and increase their learning motivation in the process of teaching and learning In addition, the use of peer-topeer feedback in Project-Based Learning is also helpful to improve their cooperative learning ability, and enable them to have initiative in learning and self-evaluation of their English learning activities They also have many advantages over the traditional teachercentered approach, which has shifted to placing learners at the centre of the learning process Secondly, there are many challenges in using peer feedback in Project-Based Learning: first, the allocation of class time to ensure the course content; Another big challenge comes from students' attitude when receiving feedback from classmates; Third, it stems from the lack of students' evaluation knowledge and skills In addition, worry about the quality of peer feedback and the conflict between students become obstacles to the implementation of peer feedback in project-based learning c họ Đ g ẵn N 5.2 Recommendation 5.2.1 For teachers 23 ại Đ The research on students' feedback shows that English teachers still give great support to this activity, which makes this activity really have a positive impact This study will produce some suggestions to effectively collect feedback from classmates Training activities before feedback In order for students to give effective feedback, teachers need to raise learners' awareness of activities-including their functions and precautions-from the beginning of the course and throughout the learning process For example, teachers can let students join the training activities before practicing giving feedback Student’s high awareness of the importance of peer feedback In order to provide feedback to you effectively, learners must have a correct attitude towards activities, because if they not understand the functions of activities, they cannot give useful suggestions to their friends Therefore, teachers need to help students understand the importance of peer feedback and provide positive, effective and responsible feedback Help learners evaluate their products Helping students realize the importance of effective feedback is the first step to guide students to become effective feedback It is also important to train students to know how to respond to your posts 5.2.2 For students The results show that one of the biggest obstacles comes from students' negative psychology and emotions when they get negative feedback from their classmates Therefore, in order to improve the effectiveness of this method, students need to practice the following skills Communication skills Active listening skills c họ Đ g ẵn N 24 ại Đ 5.3 Limitations of the Study and suggestions for further research 5.3.1 Limitations of the study Due to the lack of time and relevant materials, the topic may not be thoroughly discussed as it should have been Furthermore, limitations in terms of sample size was obvious due to practical constraint In this study, I just involved 100 students in lower secondary schools in Da Nang city and teachers for interviews Therefore, it is difficult to assess whether the same findings would be revealed at a different site with students chosen in other schools 5.3.2 Suggestions for further research There have been more and more attention on peer feedback This study was an attempt at presenting, describing and analyzing the current reality of the application of peer feedback in project-based learning However, there are more fields including writing, speaking or even grammar in different type of school to be discussed I would suggest other researchers conduct a study with one of the recommendations below: c họ Đ N g ẵn  The application of peer feedback in developing writing skills at secondary schools  Investigation on the peer feedback in primary school writing ... paper entitled ? ?An investigation into using peer feedback in projectbased learning for eighth graders in DaNang lower secondary schools? ?? to examine how students evaluate their peers in PBL as well... gather information about the current usage status Peer Feedback in Project- Based Learning 3.2 Participants & sampling 3.2.1 Participants Feedback in Project- Based Learning, Therefore, their opinions... their learning motivation in the process of teaching and learning In addition, the use of peer- topeer feedback in Project- Based Learning is also helpful to improve their cooperative learning ability,