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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LE THI THUAN A STUDY ON PEER FEEDBACK IN ENGLISH WRITING CLASSES AT QUANG BINH UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2018 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LE THI THUAN A STUDY ON PEER FEEDBACK IN ENGLISH WRITING CLASSES AT QUANG BINH UNIVERSITY MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: Assoc Prof Dr TRUONG VIEN HUE, 2018 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ LÊ THỊ THUẬN Đ U TR V C SỬ DỤNG HOẠT ĐỘNG PHẢN HỒI BÀI VIẾT TỪ BẠN HỌC TRONG C C P ỌC V ẾT TIẾNG ANH TẠ TRƯỜNG ĐẠ ỌC QUẢNG N LUẬN VĂN T ẠC SĨ Ý UẬN VÀ P ƯƠNG P DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜ P Ư NG DẪN KHOA HỌC: PGS.TS TRƯƠNG V ÊN HUẾ, 2018 ii STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 06/ 12/ 2018 Signature iii ABSTRACT This study aims to explore students‟ and teachers‟ perceptions of peer feedback activities and the reality of peer feedback practice in writing classes at QBU A mixed methods design was used in this study Participants of this study are seventy English major students and ten lecturers at Department of Foreign Languages at QBU The data were collected from both qualitative and quantitative approaches through questionnaires, interview questions and class observations The data were analyzed by the means of SPSS software, and illustrated in tables and charts The findings of the study reveal that the majority of students and teachers had positive perceptions of peer feedback in English learning, especially in writing skill Furthermore, in reality, peer feedback was applied in writing classes at QBU, but not very often and its benefits were not absolutely perceived by students The research also indicated some difficulties students and teachers faced when practicing this technique In order to make the study complete, some limitations were pointed out and some recommendations were offered, with the hope that this study will have some contributions to improving the peer feedback practice in English writing classes at QBU iv Acknowledgements My sincere thanks go to many people who gave their time and expertise in the support of this research project First and foremost, I would like to express my deepest gratitude to my supervisor, Associate/Professor Dr Truong Vien, for his precious comments, suggestions and whole–hearted guidance at every stage of the development of this study He instructed, encouraged, also supported and gave me wise advice Without his help, this thesis would not be completed Next, I would like to thank the teachers of English at QBU, who shared their teaching experience, provided me with precious comments and suggestions that contribute a crucial part to the achievement of this research I warmly thank the students from English classes of QBU for their enthusiasm and for their comments They were willing to take part in the survey and gave their opinion frankly Last but not least, I am also grateful to the teachers and friends in the English faculty of Hue College of Foreign Languages, my family who created favorable conditions for me to complete this research Student Le Thi Thuan v TABLE OF CONTENTS Contents pages SUB COVER PAGE i STATEMENT OF AUTHORSHIP iii ABSTRACT .iv ACKNOWLEDGEMENT v TABLE OF CONTENTS vi LISTS OF ABBRIVIATIONS viii LISTS OF TABLES ix CHAPTER INTRODUCTION 1.1 Rationale of the research 1.2 Purposes of the research 1.3 Research questions 1.4 Research scope 1.5 Significance of the research 1.6 Structure of the research CHAPTER LITERATURE REVIEW 2.1 Writing skill 2.2 Writing as product and writing as a process .5 2.3 Feedback and peer feedback in EFL classrooms 2.4 Benefits of peer feedback in writing teaching and learning 2.5 Difficulties in practicing peer feedback in English writing classes .10 2.6 Related studies 11 CHAPTER METHODOLOGY 18 3.1 Reasearch design 18 3.2 Research context .19 3.3 Participants .20 3.4 Data collection methods 21 3.4.1 Questionnaires 21 3.4.2 Interview 23 3.4.3 Class observation .24 vi 3.5 Procedures .25 3.6 Data analysis 26 3.7 Procedure of research .26 CHAPTER FINDINGS AND DISCUSSION 27 4.1 The students' and teachers' attitudes toward peer feedback in English writing process 27 4.2 The reality of peer feedback practice in some English writing classes at QBU 32 4.3 The benefits of peer feedback and the difficulties in practicing peer feedback in English writing classes at QBU 41 4.3.1 The benefits of peer feedback in English writing classes at QBU .41 4.3.2 The difficulties in practicing peer feedback in English writing classes at QBU 45 4.4 Comparison among four clusters in the questionnaire 49 4.5 The suggestions for further improvement of peer feedback practice in English writing classes at QBU 50 CHAPTER CONCLUSIONS AND IMPLICATIONS 53 5.1 Summary of findings 53 5.1.1 The students' and teachers' perceptions of peer feedback in English writing process 53 5.1.2 The reality of peer feedback practice in writing classes at QBU .54 5.1.3 The benefits of peer feedback and difficulties in practicing peer feedback in writing classes at QBU 54 5.2 Implications 55 5.3 Limitations 58 5.4 Recommendation for further studies 58 REFERENCES 59 APPENDICES 65 vii ABBREVIATIONS EFL: English as Foreign Language M: Mean score MA: Master of Arts Max: Maximum Min: Minimum N: Number QBU: Quang Binh University SD: Standard deviation S: Student Ss: Students T: Teacher viii LIST OF TABLES AND CHARTS Page Table 3.1: Background information of students 20 Table 3.2: Background information of teachers 20 Table 3.3: Structure of the questionnaire 22 Table 3.4: The reliability of the questionnaires in the Pilot study 22 Table 3.5: The reliability of the questionnaires 23 Table 4.1: Mean score for the students‟ perceptions of peer feedback 27 Table 4.2: One-sample test of Cluster 28 Table 4.3: Descriptive statistic of the students‟ perceptions of peer feedback 28 Table 4.4: Mean score for the reality of implementing peer feedback in writing classes 32 Table 4.5: One - sample test of Cluster 32 Table 4.6: Descriptive statistic of the reality of implementing peer feedback in writing classes 33 Table 4.7: Mean score for the benefits of practicing peer feedback in writing classes 41 Table 4.8: One- sample test value of Cluster 42 Table 4.9: Descriptive statistic of the benefits of practicing peer feedback in writing classes 42 Table 4.10: Mean score for the dificulties in practicing peer feedback in writing classes 46 Table 4.11: One –sample test of Cluster 46 Table 4.12: Descriptive statistic of the dificulties in practicing peer feedback in writing classes 47 Figure 4.1 The mean score of Cluster and Cluster 35 Figure 4.2 The mean score of four clusters 49 ix QUESTIONS Read the title - Does the title clearly reflect the thesis statement or main point of the paper? Read the opening paragraph - Are the sentences in the introduction clear and linked well? If not, suggest how it can be made more effective - Is the thesis statement / main idea of this paper clearly expressed? Where is it? Read the body: Supporting Points and Details - As you read each paragraph, ask yourself what the paragraph is about Is one idea fully developed? Is this expressed in a topic sentence? - Are the details adequate to support the topic sentence of the paragraph? If not, suggest what other details the writer can use - Are there any parts of the paragraph that not support the topic sentence and should be left out? If yes, point to the paragraph and ask your partner to remove or revise it Read the conclusion - Is the conclusion appropriate to the topic? Does it give a summary or general statement, look to the future, or express a final or related thought that grows out of the body? If not, suggest how to make it more effective - Does the essay have a strong and interesting conclusion?? Why or why not? Look for Ideas and Content - Is the essay a clear, relevant and adequate answer to the task? If not, suggest how to improve Look for Organization - Are all the paragraphs logically developed and organized? Has the writer used appropriate transitions to signal clearly different paragraphs? If not, suggest whether the writer has to add a few more transitions, or change the ones he/she has used Look for Cohesion - Are the sentences appropriately connected together by connectives? If not, show the paragraph and the inappropriate connective, and suggest appropriate connectives Look for Vocabulary - Are there any words that could be replaced so that ideas become clearer, stronger and more effective? If yes, point at them and give your suggestions to replace Look for Grammar - Are there any grammatical inaccuracies? If yes, point at them and advise your partner to correct them 10 Look for Spelling - Are there any misspellings? If yes, point at them and advise your partner to correct them Adapted from Moloudi (2011) 73 APPENDIX INTERVIEW TRANSCRIPTIONS I Teacher interview INTERVIEW Researcher: What you think about peer feedback in English writing classes? Teacher 1: To me, peer feedback is a useful technique that should be exploited in learning English It can promote my students' ability and independence Researcher: Do you often engage your students in peer feedback and instruct them how to peer feedback? Teacher 1: Yes, I gave them a guideline I had prepared before and let them gave comments to their peer draft base on this guideline Researcher: How is peer feedback activities conducted in your class?? Teacher 1: I often combined peer feedback activities into the writing classes fully, but the improvement of my students „writing is not clear They did not take part in enthusiastically Researcher: How your students react peer feedback activity? Teacher 1: They seem not enjoy this activity Researcher: Which aspects of composition your students often focus on when they implemented peer feedback? Teacher 1: They mainly focus on grammar and vocabulary of the compositions Researcher: Which benefits you and your students receive after conducting peer feedback in your writing class? Teacher 1: My students knew how to give feedback and they can also evaluate themselves because they can learn a lot of things from their friends to revise their writings Researcher: Is your students’ learning quality of writing skill improved? How? Teacher 1: Yes, but not much Researcher: Which difficulties you meet when conducting peer feedback in your classes? Teacher 1: When implementing peer feedback, I also found difficulties My class has too many students (around 40 students) and I had a little time to oversee our students I did not also have time to give more activities for them to practice peer feedback Researcher: What should we to improve the good points of peer feedback in writing classes? Teacher 1: I think the most important thing to is raise students' awareness of peer feedback and its benefits Besides, encourage students peer review at home with some strategies such as giving awards, marks Researcher: Thanks for your time Teacher 1: You are welcome INTERVIEW Researcher: What you think about peer feedback in English writing classes? Teacher 2: uhmm…It seems more useful for writing skill because it can encourage learners learn from mistakes of their friends Researcher: Do you often engage your students in peer feedback and instruct them how to peer feedback? Teacher 2: Yes 74 Researcher: How is peer feedback activities conducted in your class? Teacher 2: I let my students evaluate each other, both in class time and outside class time It depends on which tasks we are in However, some of them did not practice Researcher: How your students react peer feedback activity? Teacher 2: Some of them did not conduct this activity They seem not like reading their peers‟ writings Researcher: Which aspects of composition your students often focus on when implementing peer feedback? Teacher 2: Lexical and grammatical factors Researcher: Which benefits you and your students receive after conducting peer feedback in your writing class? Teacher 2: Wow, I realized that my students who practiced peer feedback regularly are advanced in writing skill It can help students decrease errors; develop more ideas for their writing Researcher: s your students’ learning quality of writing skill improved? ow? Teacher 2: Yes, if they conduct positively Researcher: Which difficulties you meet when conducting peer feedback in your classes? Teacher 2: The English level of my students is low; some of them are passive and lazy, so applying peer feedback activity is difficult and the results are not as good as I expected Researcher: What should we to improve the good points of peer feedback in writing classes? Teacher 2: Because we know our students' level, we should spend more time on designing lessons in the way that students can easily understand In addition, we must prepare guidelines in detail In the class, we can engage them to participate in developing the criteria for peer feedback exercises Researcher: Ok, thanks a lot Teacher 2: Not at all INTERVIEW Researcher: What you think about peer feedback in English writing classes? Teacher 3: I think that peer feedback is a beneficial technique encouraged self-studying from student, the responsibility moved gradually from the teacher to peer, and to the students themselves Researcher: Do you often engage your students in peer feedback and instruct them how to peer feedback? Teacher 3: Yes, it is often incorporated in my writing classes I also try to manage their feedback process Researcher: How is peer feedback activities conducted in your class? Teacher 3: I asked students work in pair and change their drafts to each other, find mistakes and give feedback based on my instruction However, I can oversee all class because of the lack of time Researcher: How your students react peer feedback activity? Teacher 3: Some of them neglected this task Researcher: Which aspects of composition your students often focus on when implementing peer feedback? Teacher 3: I often concentrated on grammatical errors 75 Researcher: Which benefits you and your students receive after conducting peer feedback in your writing class? Teacher 3: After implementing peer feedback activities, I realized that my students are more confident They become communicative to each other However, they continued depending on the teacher and they did not believe absolutely in their peer feedback Researcher: s your students’ learning quality of writing skill improved? ow? Teacher 3: Yeah, their writings decrease errors, especially grammatical mistakes Researcher: Which difficulties you meet when conducting peer feedback in your classes? Teacher 3: Uhm , I think teachers‟ ability in applying this technique is the difficulty I met Researcher: What should we to improve the good points of peer feedback in writing classes? Teacher 3: It will be better if more seminars, workshops on peer feedback are held so as that teachers have chances to be trained more about peer evaluation generally, and particularly how to organize peer feedback activities, how to give guidelines, how to create positive atmosphere in the class, and so on Researcher: Ok, thanks Teacher 3: Not at all INTERVIEW Researcher: What you think about peer feedback in English writing classes? Teacher 4: A good technique, I think so It makes students be more independent and confident Researcher: Do you often engage your students in peer feedback and instruct them how to peer feedback? Teacher 4: Yes Researcher: How is peer feedback activities conducted in your class? Teacher 4: At post-writing stage, after writing first drafts, they demand to change their drafts with their partner and evaluate with a mark scheme Researcher: How your students react peer feedback activity? Teacher 4: They are quite reluctant to take part in this activity Researcher: Which aspects of composition your students often focus on when implementing peer feedback? Teacher 4: Because of the low level, some students did not give feedback They just focus on a factor such as grammar or vocabulary of their friend's composition Researcher: Which benefits you and your students receive after conducting peer feedback in your writing class? Teacher 4: Yeah, My students are more confident and active after practicing this activity Researcher: s your students’ learning quality of writing skill improved? How? Teacher 4: Yes, of course They know how to use words in a paragraph clearly and effectively; use connectives appropriately Researcher: Which difficulties you meet when conducting peer feedback in your classes? Teacher 4: Students‟ English competence, I think so Researcher: What should we to improve the good points of peer feedback in writing classes? Teacher 4: University administrators should have policy to evaluate students' English competence before training and have way to support developing their ability 76 Researcher: Ok, thanks a lot Teacher 4: You are welcome INTERVIEW Researcher: What you think about peer feedback in English writing classes? Teacher 5: I think my students will be more active if they practice peer feedback frequently Researcher: Do you often engage your students in peer feedback and instruct them how to peer feedback? Teacher 5: Yes Researcher: How is peer feedback activities conducted in your class? Teacher 5: I ask my students to give feedback at post-writing step after giving them clear guideline Nevertheless, I realized that not many students prefer peer feedback; just a minority shows their interest in this task They are often good students Researcher: How your students react peer feedback activity? Teacher 5: A few good students improve clearly, others are not much Students with low level are quite timid when conducting this activity They sometime neglect their pees‟ comments Researcher: Which aspects of composition your students often focus on when implementing peer feedback? Teacher 5: They mainly focus on some aspects such as grammar or cohesion of their friend's composition Researcher: Which benefits you and your students receive after conducting peer feedback in your writing class? Teacher 5: Yeah, It helps me save time in evaluation students‟ drafts, makes my student be more active, encourage them self-evaluate Researcher: s your students’ learning quality of writing skill improved? ow? Teacher 5: Yes, Researcher: Which difficulties you meet when conducting peer feedback in your classes? Teacher 5: I think the most difficulty is students‟ English level Researcher: What should we to improve the good points of peer feedback in writing classes? Teacher 5: Give time to check students‟ task, give students more exercise at home Researcher: Ok, thank you Teacher 5: You are welcome INTERVIEW Researcher: What you think about peer feedback in English writing classes? Teacher 6: I think it is a way to encourage students to write and revise It can help students improve their writing quality Researcher: Do you often engage your students in peer feedback and instruct them how to peer feedback? Teacher 6: Yes Researcher: How is peer feedback activities conducted in your class? Teacher 6: I at first gave guidelines for my students before asking them to practice, but the result was not as my expectation Thus, I only let them discuss what are good and bad in their writings 77 Researcher: How your students react peer feedback activity? Teacher 6: They conducted in class time because of compulsory task Outside class time, this activity did not well and effectively Researcher: Which aspects of composition your students often focus on when implementing peer feedback? Teacher 6: Grammar and cohesion Researcher: Which benefits you and your students receive after conducting peer feedback in your writing class? Teacher 6: It improves interactions among students and encourages collaborative behaviors Researcher: s your students’ learning quality of writing skill improved? ow? Teacher 6: Yeah, just a little, mainly on grammar and spelling aspects Researcher: Which difficulties you meet when conducting peer feedback in your classes? Teacher 6: Although I try to offer our students the chances to practice peer feedback, some of them did not implement because they did not feel confident to their English competence and their friends' English knowledge Researcher: What should we to improve the good points of peer feedback in writing classes? Teacher 6: To me, peer valuation should be combined together with teacher-assessment Besides, students should try to develop their English ability It helps them more confident when giving feedback for their peer's compositions Researcher: Ok, thanks Teacher 6: Not at all INTERVIEW Researcher: What you think about peer feedback in English writing classes? Teacher 7: I think that peer feedback is a useful technique but challenge to students If we have method to encourage them to practice peer feedback in writing classes, students' quality of writing will be improved Researcher: Do you often engage your students in peer feedback and instruct them how to peer feedback? Teacher 7: Yes Researcher: How is peer feedback activities conducted in your class? Teacher 7: I often require my students to give feedback for their peer with my guidelines However, I must examine their writings at first in the class, point out their good points and bad points Researcher: How your students react peer feedback activity? Teacher 7: When getting feedback from peers, some students satisfied with peers' comments, some did not concern the results They did not discuss to their peers after receiving though they did not understand their peer comments Researcher: Which aspects of composition your students often focus on when implementing peer feedback? Teacher 7: They often gave positive feedback Just a little grammatical errors were mentioned Researcher: Which benefits you and your students receive after conducting peer feedback in your writing class? 78 Teacher 7: Awareness of learning, development of autonomy and self-correction among students are some benefits my students received after practicing peer feedback Researcher: s your students’ learning quality of writing skill improved? ow? Teacher 7: Yes, their drafts were improved Researcher: Which difficulties you meet when conducting peer feedback in your classes? Teacher 7: I am a young teacher and lack of experience in teaching Thus, the ways to incorporate peer assessment in class are not good Researcher: What should we to improve the good points of peer feedback in writing classes? Teacher 7: Teachers in the department should devote more time to observe their colleagues' classes, and then exchange experience This is the best way for teachers to learn and help each other Researcher: Ok, thanks a lot Teacher 7: You are welcome INTERVIEW Researcher: What you think about peer feedback in English writing classes? Teacher 8: To me, peer feedback can help me reduce time' on evaluation students drafts Researcher: Do you often engage your students in peer feedback and instruct them how to peer feedback? Teacher 8: Yes Researcher: How is peer feedback activities conducted in your class? Teacher 8: I always let my students try peer feedback activities even though they lack techniques So, I guide them carefully I hope they will be familiar with these activities soon Researcher: How your students react peer feedback activity? Teacher 8: Some students like this activity; they practiced enthusiastically in class as well as at home, some did not it Researcher: Which aspects of composition your students often focus on when implementing peer feedback? Teacher 8: Grammar and organization of the writings Researcher: Which benefits you and your students receive after conducting peer feedback in your writing class? Teacher 8: It helps students think critically and be more independent Researcher: s your students’ learning quality of writing skill improved? ow? Teacher 8: Yes, their quality was advanced after they practice actively Researcher: Which difficulties you meet when conducting peer feedback in your classes? Teacher 8: The way to motivate students to learn with peer feedback is my difficulty Researcher: What should we to improve the good points of peer feedback in writing classes? Teacher 8: Exchange experience to find out the best way in teaching Researcher: Ok, thanks a lot Teacher 8: You are welcome INTERVIEW Researcher: What you think about peer feedback in English writing classes? 79 Teacher 9: In my opinion, it is a good way to improve students‟ writing quality and develop their autonomy Researcher: Do you often engage your students in peer feedback and instruct them how to peer feedback? Teacher 9: Yes, sometime Researcher: How is peer feedback activities conducted in your class? Teacher 9: Due to my students' weakness, I sometime tell my students to give feedback their peer writings I sometime did it instead Researcher: How your students react peer feedback activity? Teacher 9: Some students did not conduct this activity in class Researcher: Which aspects of composition your students often focus on when implementing peer feedback? Teacher 9: Grammar and vocabularies Researcher: Which benefits you and your students receive after conducting peer feedback in your writing class? Teacher 9: It helps students to learn from their peers‟ mistakes and encourage selfcorrection among them Researcher: s your students’ learning quality of writing skill improved? ow? Teacher 9: Yes, but not much Researcher: Which difficulties you meet when conducting peer feedback in your classes? Teacher 9: I think I did not have good way to motivate my students to take part in peer feedback activity, especially outside class time Researcher: What should we to improve the good points of peer feedback in writing classes? Teacher 9: Spend more time to study and exchange experience with colleagues to find out the best way in teaching Researcher: Ok, thanks a lot Teacher 9: You are welcome 10 INTERVIEW 10 Researcher: What you think about peer feedback in English writing classes? Teacher 10: I think peer feedback is an informal way to encourage interactions among students Researcher: Do you often engage your students in peer feedback and instruct them how to peer feedback? Teacher 9: Yes, of course Researcher: How is peer feedback activities conducted in your class? Teacher 9: I spent one period to introduce and let students discuss about peer feedback After that, I give them some samples of peer review works before practicing it in class Researcher: How your students react peer feedback activity? Teacher 9: I realized my students enjoyed and were attracted by giving and receiving feedback in class time only Researcher: Which aspects of composition your students often focus on when implementing peer feedback? Teacher 9: I focused on all aspects based on guideline checklist Researcher: Which benefits you and your students receive after conducting peer feedback in your writing class? 80 Teacher 10: When re-correcting my student's writing, I realized that their drafts were improved They knew how to give feedback and consider their peers' comments in their compositions Researcher: s your students’ learning quality of writing skill improved? ow? Teacher 10: Their drafts were improved Errors of grammar, spelling were decrease; ideas and content were developed Researcher: Which difficulties you meet when conducting peer feedback in your classes? Teacher 10: English proficiency of students is low and their characteristic is different Thus, they feel uncomfortable when receiving feedback from peers as substitutes for the teacher Researcher: What should we to improve the good points of peer feedback in writing classes? Teacher 10: Give some samples to help students understand clearly about peer feedback first, then, give a clear guideline for each task and encourage students practice at home Researcher: Ok, thanks a lot Teacher 10: You are welcome II Student interview INTERVIEW Researcher: What you think about peer feedback? Do you like it? Why? Student 1: I think it is important technique because I can learn something from my friend's mistakes However, it is a boring activity Some of my friends did not it So, I not like it Researcher: Do you think it should be combined peer feedback together with teacher feedback in English writing classes? Why? Student 1: Yes, peer feedback is a useful technique, but our English competence is not good enough for self-correcting Researcher: Do you often practice peer feedback activities in English writing class? Student 1: Yes, of course Researcher: Do you often practice peer feedback activities in English writing class? Student 1: Sometime Researcher: Which aspects of composition you often focus on when giving feedback? Student 1: I often focus on grammar and cohesion of the writings Researcher: Why could not you always solve your writing problem with your peer? Student 1: Because I not believe in my ability Researcher: How you perceive effectiveness of peer feedback after practicing it in writing process? Can it develop your autonomy? Why? Student 1: After practicing peer feedback, I realized it is an interesting activity; it makes me more confident about my progress I remember our friends' errors to avoid in my writings Researcher: In your opinion, what is the most difficult thing when conducting peer feedback? Why? Student 1: My English proficiency Researcher: Ok, thanks Student 1: You are well come INTERVIEW 81 Researcher: What you think about peer feedback? Do you like it? Why? Student 2: I think it is an interesting activity However, I not like it because I prefer teacher feedback Researcher: Do you think it should be combined peer feedback together with teacher feedback in English writing classes? Why? Student 2: Because I want to make use of the advantages of both kinds Researcher: Do you often practice peer feedback activities in English writing class? Student 2: Yes, but not often I conducted peer feedback in class hour because my teacher control our learning process and give us marks Researcher: Do you often practice peer feedback activities in English writing class? Student 2: I did not conduct peer feedback outside class hour because the lecturer asked us to peer feedback by ourselves outside class hours with a suggested checklist, but she did not double check whether we did it or not Researcher: Which aspects of composition you often focus on when giving feedback? Student 2: I often focus on organization and content of the writings Researcher: Why could not you always solve your writing problem with your peer? Student 2: Because our English competence is low Researcher: How you perceive effectiveness of peer feedback after practicing it in writing process? Can it develop your autonomy? Why? Student 2: It encourages self-correction among student, so it can develop autonomy Researcher: In your opinion, what is the most difficult thing when conducting peer feedback? Why? Student 2: When implementing peer feedback, we encountered a lot of difficulties However, the most thing we met is our English competence Most of us come from countryside and our proficiency is still low Researcher: Thank you Student 2: Not at all INTERVIEW Researcher: What you think about peer feedback? Do you like it? Why? Student 3: Although I know that peer feedback is very useful in learning English, especially writing skill I not like i I not want to make my friends upset Researcher: Do you think it should be combined peer feedback together with teacher feedback in English writing classes? Why? Student 3: It also gives us some challenge Thus, we need the helping and feedback from our teacher after conducting peer feedback Researcher: Do you often practice peer feedback activities in English writing class? Student 3: Sometime Researcher: Do you often practice peer feedback activities in English writing class? Student 3: Peer feedback was not effective at all because we didn‟t it seriously, especially at home It was not compulsory Researcher: Which aspects of composition you often focus on when giving feedback? Student 3: Ideas and content of writings Researcher: Why could not you always solve your writing problem with your peer? Student 3: I think the lack of collaboration among students is the reason for this problem 82 Researcher: How you perceive effectiveness of peer feedback after practicing it in writing process? Can it develop your autonomy? Why? Student 3: The quality of my writing skill improved much after I conducted peer feedback activities in my writing class It encourages the self-correction and interactions among students, improve the collaborative behaviors in class Researcher: In your opinion, what is the most difficult thing when conducting peer feedback? Why? Student 3: I think our English competence is low and teacher‟s guideline was not clear enough Researcher: Thanks a lot Student 3: You are well come INTERVIEW Researcher: What you think about peer feedback? Do you like it? Why? Student 4: Peer feedback helps us more independent and to think critically However, I not like it because I feel stress when giving feedback to my peers‟ writings Researcher: Do you think it should be combined peer feedback together with teacher feedback in English writing classes? Why? Student 3: Yes, because I not believe in my friends‟ ability and myself Thus, we need the help from my teacher Researcher: Do you often practice peer feedback activities in English writing class? Student 3: Yes, I employed it if my teacher demand and control the process Researcher: Do you often practice peer feedback activities in English writing class? Student 4: Yes, teacher gave us homework with feedback task and double check in the next period Researcher: Which aspects of composition you often focus on when giving feedback? Student 4: Grammar and vocabulary Researcher: Why could not you always solve your writing problem with your peer? Student 4: The student levels of English language proficiency in my class are different so students with a lower level not normally feel confident in giving feedback to drafts written by those with higher language proficiency Thus, we not think we can solve all writing problem by ourselves Researcher: How you perceive effectiveness of peer feedback after practicing it in writing process? Can it develop your autonomy? Why? Student 4: I realized that peer feedback make me more independent to teacher and develop my autonomy, especially when learning at home However, I still worry about the accuracy of my comment and correction Researcher: In your opinion, what is the most difficult thing when conducting peer feedback? Why? Student 4: Beside the low English level, we think that our teacher did not give us the motivation and clear guidelines enough to implement peer feedback effectively in class as well as at home Researcher: Thanks for your cooperation Student 4: You are well come INTERVIEW Researcher: What you think about peer feedback? Do you like it? Why? 83 Student 5: Peer feedback encourages the cooperation between two students and it is difficult to evaluate their comments and correction because they it on their own ways and feelings Researcher: Do you think it should be combined peer feedback together with teacher feedback in English writing classes? Why? Student 5: Yes, because our English ability is not good enough to feedback alone The check of teacher is necessary Researcher: Do you often practice peer feedback activities in English writing class? Student 5: yes Researcher: Do you often practice peer feedback activities in English writing class? Student 5: We didn't spend much time doing peer feedback because we were lazy and we think that peer check was not really effective Researcher: Which aspects of composition you often focus on when giving feedback? Student 5: Although the lecturer gave us a guideline for feedback, we tended to focus on grammar and spelling errors We couldn‟t look at content, ideas, coherence and cohesion Researcher: Why could not you always solve your writing problem with your peer? Student 5: Because I did not feel confident of our ability Researcher: How you perceive effectiveness of peer feedback after practicing it in writing process? Can it develop your autonomy? Why? Student 5: I can learn from my friends‟ mistake and know how to evaluate writing Nevertheless, The autonomy was not developed because we still depend on our teacher‟s evaluation Researcher: In your opinion, what is the most difficult thing when conducting peer feedback? Why? Student 5: Time to conduct peer feedback in class and students‟ English level Researcher: Thanks for your cooperation Student 5: You are well come INTERVIEW Researcher: What you think about peer feedback? Do you like it? Why? Student 6: I think it is a difficult activity However, I like it because it may give me a lot of advantages in English learning if I it seriously Researcher: Do you think it should be combined peer feedback together with teacher feedback in English writing classes? Why? Student 6: Yes, although I can find some errors from my peer‟s writing, I think these mistakes need the check of my teacher Researcher: Do you often practice peer feedback activities in English writing class? Student 6: Yes Researcher: Do you often practice peer feedback activities in English writing class? Student 6: Yes, sometime Researcher: Which aspects of composition you often focus on when giving feedback? Student 6: Content and cohesion Researcher: Why could not you always solve your writing problem with your peer? Student 6: Because our English competences are low Researcher: How you perceive effectiveness of peer feedback after practicing it in writing process? Can it develop your autonomy? Why? 84 Student 6: It helps me think more critically and more confident Researcher: In your opinion, what is the most difficult thing when conducting peer feedback? Why? Student 6: My English level Researcher: Thanks for your cooperation Student 6: Not at all INTERVIEW Researcher: What you think about peer feedback? Do you like it? Why? Student 7: This activity is quite good but it is challenging to me Thus, I not like it much Researcher: Do you think it should be combined peer feedback together with teacher feedback in English writing classes? Why? Student 7: Yes, because my teacher is the most reliable information resource in class Researcher: Do you often practice peer feedback activities in English writing class? Student 7: Yes Researcher: Do you often practice peer feedback activities in English writing class? Student 7: Yes, sometime Researcher: Which aspects of composition you often focus on when giving feedback? Student 7: Cohesion and grammar Researcher: Why could not you always solve your writing problem with your peer? Student 7: Because I prefer teacher feedback and I did not trust my classmate Researcher: How you perceive effectiveness of peer feedback after practicing it in writing process? Can it develop your autonomy? Why? Student 7: It helps me more confident and active Researcher: In your opinion, what is the most difficult thing when conducting peer feedback? Why? Student 7: I think it is teachers‟ instructions Researcher: Thanks for your cooperation Student 7: Not at all INTERVIEW Researcher: What you think about peer feedback? Do you like it? Why? Student 8: I think it is a way to encourage writing and revising, so I like it Researcher: Do you think it should be combined peer feedback together with teacher feedback in English writing classes? Why? Student 8: Yes, Peer feedback gives us some challenge Thus, we need the helping and feedback from our teacher after conducting peer feedback Researcher: Do you often practice peer feedback activities in English writing class? Student 8: Yes Researcher: Do you often practice peer feedback activities in English writing class? Student 8: Yes, sometime Researcher: Which aspects of composition you often focus on when giving feedback? Student 8: Grammar Researcher: Why could not you always solve your writing problem with your peer? Student 8: Because of our weak ability in English 85 Researcher: How you perceive effectiveness of peer feedback after practicing it in writing process? Can it develop your autonomy? Why? Student 8: It encourages autonomy Researcher: In your opinion, what is the most difficult thing when conducting peer feedback? Why? Student 8: I think it is our English proficiency Researcher: Thanks for your cooperation Student 8: You are welcome INTERVIEW Researcher: What you think about peer feedback? Do you like it? Why? Student 9: it is useful and important Researcher: Do you think it should be combined peer feedback together with teacher feedback in English writing classes? Why? Student 9: Our English competence is low; we need the check and support from our teacher when practicing peer feedback in writing process Researcher: Do you often practice peer feedback activities in English writing class? Student 9: Yes Researcher: Do you often practice peer feedback activities in English writing class? Student 9: No, because it is not compulsory Researcher: Which aspects of composition you often focus on when giving feedback? Student 9: Vocabularies and cohesion Researcher: Why could not you always solve your writing problem with your peer? Student 9: Because of our weak ability in English Researcher: How you perceive effectiveness of peer feedback after practicing it in writing process? Can it develop your autonomy? Why? Student 9: I realize that my writing ability did not change after conducting peer feedback Researcher: In your opinion, what is the most difficult thing when conducting peer feedback? Why? Student 9: I think it is teachers‟ motivation Researcher: Thanks for your cooperation Student 9: You are welcome 10 INTERVIEW 10 Researcher: What you think about peer feedback? Do you like it? Why? Student 10: This activity encourages collaboration among students I like it because it is an interesting task Researcher: Do you think it should be combined peer feedback together with teacher feedback in English writing classes? Why? Student 10: Our English competence is low; we need the check and support from our teacher when practicing peer feedback in writing process Researcher: Do you often practice peer feedback activities in English writing class? Student 10: Yes Researcher: Do you often practice peer feedback activities in English writing class? Student 10: Sometime because my teacher did not check it again in the next period Researcher: Which aspects of composition you often focus on when giving feedback? 86 Student 10: Lexis and grammar Researcher: Why could not you always solve your writing problem with your peer? Student 10: Because Researcher: How you perceive effectiveness of peer feedback after practicing it in writing process? Can it develop your autonomy? Why? Student10: I still depend on my teacher correction Some errors still exist in my writings although I met them in my friends' writing before Researcher: In your opinion, what is the most difficult thing when conducting peer feedback? Why? Student 10: My English competence Researcher: Thanks for your cooperation Student 10: You are welcome 87