In projects for individuals, it is more objective if the teacher along with all students in class has the right to assess their peers’ product. In projects for team work, launching an academic project is a long process in which requires the strict cooperation among all team members, so only teacher’s assessment seems not to be enough. That is the reason why peer feedback (PF) needs implementing as a means of assisting the process of assessment effectively and creating a cooperative learning environment. There are many researches related to the application of peer feedback into developing writing skill, speaking skill and projectbased learning, but mostly for undergraduates at universities. I recognized that limited attention is paid to secondary students when considering giving peer feedback in projectbased learning. Such 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 in which way students evaluate their peers in PBL as well as difficulties of students during the process of using peer feedback and ways to apply peer feedback in PBL effectively. From the results of this study, the author hopes to praise the important role of peer feedback in project teaching and learning.
INTRODUCTION
RATIONALE
It is evident that English plays an important role in modern world With the advance of globalization, English is not only used in daily life but also an international language in official communications in economics, business and commerce 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 It is shown that PBL had an enormous effect on students’ academic achievement than teacher’s direct instruction, activating interactions among learners through collaborative learning, particularly in an Asian country
In Vietnam, in recent years, one of significant breakthroughs is the appearance 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 through periods about Projects to improve student’s learning Nevertheless, one arising challenge English teachers in Danang city are facing is assessing students’ performance through Projects.
In projects for individuals, it is more objective if the teacher along with all students in class has the right to assess their peers’ product In projects for team work, launching an academic project is a long process in which requires the strict cooperation among all team members, so only teacher’s assessment seems not to be enough That is the reason why peer feedback (PF) needs implementing as a means of assisting the process of assessment effectively and creating a cooperative learning environment There are 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 I recognized that limited attention is paid to secondary students when considering giving peer feedback in project-based learning Such reasons have urged me to carry out this research paper entitled “An investigation into using peer feedback in project-based learning for eighth graders in DaNang lower secondary schools” to examine in which way students evaluate their peers in PBL as well as difficulties of students during the process of using peer feedback and ways to apply peer feedback in PBL effectively From the results of this study, the author hopes to praise the important role of peer feedback in project teaching and learning.
AIMS AND OBJECTIVES
This study aims to (i) investigate the application of peer feedback in project-based learning of the grade 8 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.
In order to accomplish the above mentioned aims, these actions below should be done:
- Apply peer feedback in PBL for the eighth grade students of secondary schools in Da Nang city
- Identify difficulties while using peer feedback in team projects for the eighth grade students of secondary schools in Da Nang city.
RESEARCH QUESTIONS
- How is peer feedback applied in PBL for the eighth-grade students of secondary schools in Da Nang city?
- What are some difficulties students meet when giving peer feedback in PBL?
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.
SIGNIFICANCE/ JUSTIFICATION OF THE STUDY
The findings of the research can bring some benefits as mentioned below:
- Peer feedback can be an effective method of assessment that teachers should apply into project-based teaching
- When 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.
- The study can be used as a literature review for those who would like to do more research into this field in the future.
LITERATURE REVIEW
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)
PBL has been defined in many ways For this reason, there exists no single definition. PBL is based on the constructivist learning theory, which finds that learning is deeper and more meaningful when students are involved in constructing their own knowledge. Constructivism is a theory based on observation and scientific study about how people learn People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences (Vygotsky, 1978) When we encounter something new, we have to connect it with our previous ideas and experiences, it may change what we currently know and believe As we acquire new information we need to continue to ask questions, explore, and assess what we currently know
According to the definition of Ministry of Education of Malaysia, 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 long-term,interdisciplinary, student-centered, and integrated with real-world issues and practices Vygotsky (1978) also stated that the PBL approach is an “in-depth 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
Therefore, the main aim of PBL is an active connection of pupils to educational process This process is characteristic of their openness Problem situations and questions are created by lectures
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 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
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
English has been taught as a foreign language in Vietnam for a very long time. However, there has been little application of the PBL in 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 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 relating 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 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 do to maximize the benefits of PBL
2.1.5 Steps for implementing a PBL project
As in Stoller’s research (2009), the benefits of PBL can be maximized when the teachers and students follow the ten-step process of implementing project work The ten steps are summarized as follows:
Step 1: Students and teacher agree on a theme for the project
At this step, the students and teacher reach a consensus on a project theme The projects range from structured, semi-structured, to unstructured in terms of the degree to which the teacher defines the project; the teacher therefore should work out the ways in which students can develop some sense of ownership toward the project
Step 2: Students and teacher determine the final outcome of the project
The students and teacher come to a decision about the final outcome of the project, e.g., bulletin board display, written report, debate, brochure, letter, handbook, oral presentation, video, multimedia presentation, and theatrical performance They also negotiate the most appropriate audience for their projects, e.g., classmates, other students, parents, program director, a local business
Step 3: Students and teacher structure the project
THEORETICAL BACKGROUND FEEDBACK
There are many definitions about feedback that have been used by researchers Orrell
(2006) stated that feedback is an essential component in the learning and explains the gaps in knowledge and understanding, providing for reflection and development. Feedback at its best is pivotal in the learning and assessment process Carless & Boud
(2018) also agreed that peer assessment is a process in which students evaluate or are evaluated by their peers with an aim to enhancing their work or learning strategies.
Feedback in higher education must be concerned with developing new ways of knowing (Lea and Street 1998) and the popular view is that feedback must explicitly address future activity, that is, feed-forward rather than feedback (Gibbs and Simpson 2004; Torrance 1993)
Nelson and Schunn (2009) identify three broad types: motivational where the intention is to influence the beliefs of the learners and their willingness to participate in the learning activities, reinforcing where the aim is to reward or to punish and informational where the aim is to change the performance of the learners
Federation University of Australia published an article in the category “Learning and Teaching” They mention a range of feedback types including formal, informal, formative, summative, student peer, student self, constructive feedback.
Feedback provided by equal-status learners, called peer feedback, can be a solution to meet students’ needs of receiving frequent feedback to help them improve their learning process (Gielen, Peeters, Dochy, Onghena, & Struyven, 2010) KU Leuven research and educational institution defines peer feedback that feedback is given by one student to another, through comments made on each other’s work, behavior or performances Students will do this based on a prior set of evaluation criteria When it comes to Communicative Language Teaching, Liu & Carless (2006) stated that peer feedback refers to “a communication process through which learners enter into dialogues related to performance and standards” and can be considered as a form of collaborative learning
This section describes the different types of feedback: positive and negative feedback, direct and indirect feedback, text-based 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
Positive feedback and negative feedback
A great deal of research has been done on the effectiveness of positive feedback and negative feedback on students' homework correction In their research paper, Hedgecock and Lefkowitz (1994) recognized that students remember and appreciate positive comments However, Fathman and Whalley (1990) believe that even positive comments can greatly help students improve their writing skills According to Ellis
(1994), this result usually comes from students' motivation to adhere to language skills.They feel motivated to write more and more when others compliment them for doing the right job However, positive comments alone are not enough to promote students' writing ability (Cardelle and Corno 1992), because "too much praise can lead to self- coding, confusion, misleading thinking or failure to motivate students" In 2001, Helander also suggested being very careful when giving positive praise According to these scholars, it is better for students to comment seriously than to praise excessively.
In addition, they pointed out that negative comments or criticisms are more helpful to students when they want to emphasize the writer's outstanding problems However, if too much negative criticism is used, it will sometimes have the opposite effect. Because when they reread their articles, there are too many negative criticisms, students will feel disappointed and frustrated, and they will not even correct their mistakes again To sum up, it is best to strike a balance between praise and criticism, because if the two are combined, the article will work best (Ferris and Hedgcock 1998. p128)
Direct feedback and indirect feedback
Direct feedback is when the reviewer points out the mistakes and gives suggestions for correction Indirect feedback is that commentators only point out mistakes, but do not correct them Indirect feedback can take many forms, such as underlining redundant words or phrases and adding missing words … For direct feedback, students only need to correct mistakes according to your suggestions However, in indirect feedback, the reviewer will only give the mistakes, and students must correct their mistakes Indirect feedback can be accomplished by underlining, circling or using different symbols In his research paper, Ferris (2002) noted that "indirect feedback is more helpful to students in many cases because of the greater perceptual cohesion between the responder and the feedback recipient Because readers only make mistakes, writers must find ways to correct their own mistakes In the long run, this will help stimulate students' ability to reflect and edit their own articles In addition, when they have to correct their own mistakes, students may remember their mistakes longer, so they can avoid repeating them next time Contrary to the concept of "indirect feedback," this is direct feedback in which the multiplier always corrects his friend's mistakes Scholars Bartram and Walton (1991) criticize direct feedback as discouraging students' creativity and independence (p 26) because writers can do nothing about their mistakes Instead, students only need to transfer the error correction parts corrected by critics to their articles However, there are some advantages to using direct feedback. For students with low language proficiency, reviewers should give direct feedback on complex mistakes, because if they don't suggest how to correct mistakes, weak students can't know how to correct their homework mistakes
Specific feedback and general feedback
According to Ferris and Hedgecock (1998), specific reactions are those that are
"directly related to the text at hand", while broad reactions are those that "may be related to any article" (P.133) On the question of concrete feedback or generalized feedback, it seems that concrete feedback brings more benefits to students than generalized feedback Because specific comments will correctly point out Therefore, it is suggested that the feedback should be "specific enough so that students can recognize and change their writing" (Reid, 1993, p 218) However, general feedback is also essential because students also need to have an overview of their essays To sum up, it is necessary to combine general feedback with specific feedback to bring the best effect to students' writing.
2.2.1.5 Peer feedbacks 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. Cognitive feedback targets the content of the work and involves summarizing, specifying and explaining aspects of the work under review When assessors give cognitive feedback, they summarize arguments, identify problems, offer solutions, and explicate comments Affective feedback targets the quality of works and uses affective language to give praise and criticism or uses non-verbal expressions.
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 don’t 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 don’t 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 Students only focus on the shortcomings and errors of companions, which makes the comment full of correction and criticism and lack of encouragement
2.2.1.6 Factors to be considered when implementing peer feedback
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 do 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
PREVIOUS STUDIES
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 This study, which lasted two years, 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 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 Many motivational factors and strategies have been noticed, but students often think that reviewing is the most beneficial
Xie (2006), titled "A Comparative Study of Peer and Teacher Feedback in English Writing Class in China", emphasized the importance of feedback in the development of writing skills The researchers believe that this is especially true in the context of higher education in China, because both teachers' and students' attitudes and writing teaching pay more attention to process However, the limitations caused by test- focused programmes and the number of students in each class mean that the provision of feedback is limited This study tested two groups of students in a Chinese university who wrote papers on the same topic One group received feedback from their teachers and the other from their colleagues to study whether colleague feedback can provide resources for solving this problem Written data and questionnaires from two groups, as well as video recordings and interviews from 12 individual students, show that students use feedback from teachers and colleagues to improve their writing, but teachers' feedback is more likely to be accepted and lead to greater improvement in writing However, peer feedback is associated with a higher level of student autonomy,and therefore plays a role even in cultures that are thought to empower teachers
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) The findings of this study show that most students express positive attitudes towards using blogs to practice second language (L2) writing, and most students give review-oriented comments on their classmates' drafts There is also evidence that students use colleagues' comments to modify their own final drafts The influence of this study on language teaching practice is discussed.
RESEARCH METHODS
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 1
Quantitative research data were collected through questionnaires distributed to Grade 8 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 a semi-structured interview with 06 English teachers at FPT Tay Son School, TrungVuong, 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.
Participants & sampling
Table 3 1 Describe the survey subject as students
Indicator Number of students Proportion Gender
Number with English academic year
Of the 100 Grade 8 pupils at Tay Son and Trung Vuong secondary schools who participated in the study, 48 were male (48 percent) and 52 were female (52 percent). The survey results show that there are 66 students (66%) who have studied English for less than 5 years, and 34 students (34%) who have studied English for more than 8 years This is an advantage for the study, because the participants have a basic English background, understand and participate in peer feedback activities.
Table 3 2 Describe the subject of the interview as teachers
Indicator Number ofteachers Proportion Sex
Number of years of experience in teaching English
Number of years teaching English at FPT Tay Son, Trung Vuong
Participants in the semi-structured interview were six English teachers from TrungVuong, FPT Tay Son Middle School There are 2 male teachers and 4 female teachers.Two teachers have bachelor's degrees in English language and four teachers have master's degrees Among the six teachers interviewed, there are three young teachers with five years of English teaching experience, and three have three to five years of
English teaching experience Four of the six participating teachers have taught in FPT Tay Son and Trung Vuong schools for more than three years, and two teachers have taught in schools for less than three years This means that participating teachers are familiar with the environment, culture and teaching materials of FPT Tay Son School for a period of time, and they are fully qualified and qualified to use Peer Feedback in Project-Based Learning, Therefore, their opinions are considered reliable and valuable for research.
The study sample was 100 grade 8 students from FPT, Tay Son and Vuong secondary schools
English teachers have a bachelor's or master's degree in English teaching and have 3 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.
Research instruments
There are three main instruments: (1) a student questionnaire, (2) a semi-structured teacher interview; (3) class observation.
Questionnaire survey is a common tool and means to obtain information in social science research (See Annex-1-Student Questionnaire)
In the structure of the questionnaire, besides the introduction of research purpose and information security commitment, the survey content for students is designed by researchers and divided into the following four main parts:
Two screening questions were designed to ensure that the questionnaires were distributed to the correct respondents in order to achieve the established research objectives If participants do not understand the concept of peer-to-peer feedback and have never attended a project-based learning course using peer-to-peer feedback, they are required to stop the survey
Part 2: Consisting of five questions, this paper investigates the current situation of FPT Tay Son, Trung Vuong Middle School's use of peer-to-peer feedback in project-based learning from the following aspects: the frequency of peer-to-peer feedback in project- based learning, students' attitudes in English courses using peer-to-peer feedback, and students' evaluation of the frequency of using peer-to-peer feedback in project-based learning
Part 3: Includes 9 questions measured using the Level 5 Likert Scale (Level 1-totally disagree with Level 5-totally agree) to investigate students' views on the benefits of using peer feedback in project-based learning
Part 4: Measuring 8 questions using the Level 5 Likert Scale (Level 1-totally disagree to Level 5-totally agree) to investigate students' perceptions of the challenges of using peer feedback in project-based learning.
Part 3: Includes 9 questions measured using the Level 5 Likert Scale (Level 1-totally disagree with Level 5-totally agree) to investigate students' views on the benefits of using peer feedback in project-based learning
Part 4: Measuring 8 questions using the Level 5 Likert Scale (Level 1-totally disagree to Level 5-totally agree) to investigate students' perceptions of the challenges of using peer feedback in project-based learning.
Semi-structured interviews are based on a list of questions or topics to be mentioned. However, the order and manner of asking questions may vary depending on the background and characteristics of the interviewee
In this study, the researchers selected semi-structured interviews to investigate the views of English teachers in FPT, Tay Son and Trung Vuong middle schools on the benefits and challenges of using peer feedback in project-based learning in FPT, Tay Son and Trung Vuong middle schools (See Annex 2)
Semi-structured interview revolves around five questions and is divided into three groups of questions The specific discussions are as follows:
Group 1: Two questions were asked to investigate the current situation of EFL teachers in FPT, Tay Son and Trung Vuong middle schools using EFL in project-based learning
Group 02: Includes a question to clarify the answer to the first research question by investigating the views of English teachers in FPT, Tay Son and Trung Vuong middle schools on the benefits of using equivalent feedback in project-based learning
Group 03 consists of two questions The answer to the second question is clarified by investigating the challenges that English teachers may face and how they respond to these challenges in project-based peer-to-peer feedback learning.
The classroom observation form designed by the researchers includes 10 items to evaluate the current situation of using peer-to-peer feedback in project-based learning,and then propose the advantages and limitations of using this method The purpose of this class observation form is to obtain more information to support the data collected from the questionnaire (See Annex 3-Classroom Observation Sheet)
Classroom observation was conducted in 03 teaching periods of Grade 8 With the consent of teachers and classroom students, the researcher took teaching videos to collect the analysis data of observation table items completely and accurately and avoid information omission The data collected from the classroom observation table is helpful for researchers to evaluate the application of project-based peer feedback learning in teachers' teaching At the same time, the benefits and challenges of applying peer feedback in project-based learning in 03 middle schools such as FPT,Tay Son and Trung Vuong were evaluated.
Data collection procedures
After completing a questionnaire survey of 10 students in FPT, Tay Son and Trung Vuong Middle School and a semi-structured interview with a long-term English teacher, the researchers adjusted some wording to ensure that the questionnaire survey and interview questions in the formal study were easy to understand and appropriate.
As the first step in the formal research process, the researchers contacted Tay Son and Trung Vuong, two English teachers in FPT Middle School, who often use peer feedback in project-based learning, and asked them to agree to classroom observation. Then, the researcher observed the items listed in the previously designed classroom observation table During the study, the researchers observed 03 classes in 3 classes in Grade 8 of FPT, Tay Son and Trung Vuong Middle School Each class lasts 45 minutes
For the sample of Grade 03 and Grade 8, during the rest time (30 minutes), the researchers introduced the research purpose, devoted themselves to information security, and asked them to participate in the survey Each student has 10 minutes to complete the survey questions and return them to the researchers
With the consent of FPT middle school English teachers, Tay Son and Trung Vuong participated in the interview, and the study ended from April 1, 2022 to April 5, 2022. Using purposeful sampling techniques, the researchers contacted some teachers based on the list of foreign language teachers in FPT, Tay Son and Trung Vuong middle schools, and invited them to participate in semi-structured interviews Due to the complex development of the epidemic in novel coronavirus pneumonia, the interview was conducted by telephone Each interview lasts an average of 20-30 minutes Before the interview, the researcher sought permission from the interviewees to record the interview for statistical purposes and obtained the consent of all interviewees.
Data analysis procedures
Quantitative data collected through questionnaires were analyzed by SPSS 22 To make a comparison between each factor, frequency and descriptive was used.Qualitative data from interviews were transcribed and analyzed by using qualitative content analysis The analysis of the data was put under categories and presented in the tables in the results section.
Validity and reliability
Before being officially included in the study, the survey questionnaire for students and the interview questions for English teachers were conducted by the researcher as a pilot test with 10 students and 01 teacher The Pilot test results show that the questions are suitable for the survey subjects and the interviewees, the questions are pretty easy to understand and create favorable conditions for the participants to give answers Thus,the questions in the questionnaire and interview help the researcher to measure and solve the research tasks posed, so the research has accuracy in an acceptable degree.
Ethical issues
Respondents were introduced to the purpose of the study in the most understandable language before the administrative tools were truly available In the process, researcher provided the greatest reassurance in managing data collection tools for those responsible for ensuring their rights and privacy The study also showed that the respondents agreed to all research requests before accepting them For the purpose of confidentiality, the names of the respondents did not appear on the questionnaire In addition, there was no response to the degree of foreskin.
RESULTS AND DISCUSION
Thực trạng sử dụng Peer Feedback in Project-Based Learning
4.1.1 Findings from the student questionnaire
In term of the frequency of teachers' use of Peer Feedback in Project-Based Learning,51% said that their teachers regularly use Peer Feedback in Project-Based Learning;24% of them admit that in their English class teachers always use Peer Feedback; 18% affirmed that their teachers only occasionally use Peer Feedback in the classrooms Just4% believed that in their English classrooms, Peer Feedback are rarely used and 3% said that their teachers never use Peer Feedback in English classrooms.
Figure 4 1The teach ers use Peer Feedback in Project-Based Learning
In order to assess students' attitudes towards the use of Peer Feedback in Project-Based Learning, the author has collected information related to students' enthusiasm to participate in learning activities using Peer Feedback in the classrooms 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
Always Regularly Occasionally Rarely Never
4% 3% participate in learning activities that use Peer Feedback and they only participate when they receive a request from the teacher
Figure 4 2 Students enthusiastically participate in learning activities Peer Feedback in Project-Based Learning
When asked about the survey students' evaluation of the frequency of using equivalent feedback in project-based learning, the results show that the vast majority of the survey students (86%) think that the frequency of using equivalent feedback in project-based
Always Regularly Occasionally Rarely Never
3% learning is normal Only 10 of the 100 students surveyed (equivalent to 10%) thought the frequency of using peer-to-peer feedback in project-based learning was very appropriate However, four students (equivalent to 4%) admitted that the frequency of using peer feedback in project-based learning was not appropriate for them.
Phù hợp Bình thường Không phù hợp
Figure 4 3 Evaluate the frequency of using peer feedback in project-based learning
Of the 06 teachers interviewed, they all said that they used peer-to-peer feedback differently in project-based learning 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
When asked about the students' attitudes in class, most of the teachers who participated in the interview said that using this method has made great contributions to stimulating students' participation in learning activities The classroom atmosphere is lively, and students have a positive attitude towards this teaching method
With the consent of the teachers of Class 8A1 and Class 8A2, the researcher observed two 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:
(1) Prepare lesson preparation tools according to teachers' projects: Through observation, teachers carefully prepare lesson preparation tools such as computers, projectors and videos suitable for teaching topics, and prepare electronic lesson plans and lecture slides
(2) Evaluation of curriculum goal setting: Second, evaluation of curriculum goal setting The observation shows that teachers set reasonable guidance questions from the beginning to help students achieve the goals of the next class, and before entering the formal lecture, teachers also emphasize the purpose of class
(3) Frequency of peer feedback in project-based learning: teachers adopt peer evaluation at the end of the project Ask the students in the group to give feedback on the project products of other groups
(4) Students' learning attitude and atmosphere: The fourth and fifth evaluations show the significant benefits of using peer feedback in project-based learning, and the researchers find that students are highly motivated to participate 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 relatively high Warm learning atmosphere.
Benefits of using peer feedback in project-based learning
4.2.1 Findings from the student questionnaire
The results of the survey on students' perceptions of the benefits of using peer feedback in project-based learning show that the average score of all survey questions on the 5- point scale is greater than 4 This shows that the vast majority of students who participated in the survey are fully aware of the benefits brought by peer feedback. Specific results are shown in Table 4.1.
Table 4 Students' views on the benefits of using peer feedback in project-based learning
Min Max Mean Std Deviation
I find it easier to learn English through project- based learning than using peer feedback
When teachers use peer feedback, I think learning
English through project-based learnings is easier to absorb knowledge
By giving feedback to my classmates' tasks and accepting their evaluation of my tasks, I can better understand and improve my English communicative competence through project- based learning in English class
Teachers use peer feedback in English class through project-based learning to provide students
2.00 5.00 4.26 82413 with opportunities to exchange ideas, evaluate and give feedback.
Teachers' use of peer feedback in project-based
English classroom is helpful to improve their cooperative learning and social interaction ability
Using peer feedback in project-based learning
English class can improve my English learning
I can control and evaluate my English learning through peer feedback instead of waiting for feedback from teachers
I can use peer feedback (through project-based learnings in English class) to improve my 04 language skills, including speaking skills, listening skills, reading skills and English writing skills
The use of peer feedback by teachers in English class through project-based learnings helps me to improve my self-confidence, develop my thinking and develop my autonomy in
(Source: Analysis results using SPSS 20.0 software)
The survey results in Table 4.1 show that most students think that they can learnEnglish more easily through project-based learnings when using peer feedback, and the highest average score is 4.35, which is the standard deviation of this problem It is
0.892 < 1, which indicates that there is not much difference in the answers of the respondents to this question
Next, with an average score of 4.26 and a standard deviation of 0.824 < 1, 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 with an average score of 4.26 and a standard deviation of 0.812 < 1 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 is that students have an average score of 4.23 and a standard deviation of 0.93 < 1 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
The fifth benefit that the students with GPA of 4.19 and standard deviation of 0.861 value is that they can better understand and improve their communicative competence in English class by giving feedback to their classmates' tasks and obtaining their evaluation of their tasks.
The students who participated in the survey also agreed that using equivalent feedback in project-based learning can help them control and evaluate English learning better than the traditional teaching method of waiting for teacher feedback This content also got a fairly high average score of 4.12, with a standard deviation of 1.04 > 1, which means that K students who participated in the survey have great differences in their cognition of this welfare
In addition, the use of equivalent feedback in project-based learning can help them improve their English learning level This statement was widely accepted among the students who participated in the survey, with an average score of 4.12 and a standard deviation of 1.008 if it was greater than 1
The use of peer-to-peer feedback in project-based learning has also been shown to be beneficial in making knowledge more accessible to survey participants The statement that "when teachers use peer feedback, I think it is easy to absorb knowledge through project learning" has been recognized by most of the surveyed students, with an average score of 4.09 and a standard deviation of 0.842 < 1, which shows that there is no significant difference in the answers of the respondents
Another benefit of Peer Feedback to Grade 8 students in FPT Tay Son Middle School is that compared with traditional teaching methods, this method enables students to enhance their confidence, develop their thinking and autonomy in learning English. This point is proved by the statement that "teachers use peer feedback in English class through projects to help me improve my self-confidence and develop my thinking and autonomy in English learning", which has been recognized by most students and achieved an average score of 4.02 That's a pretty high score compared to the 5-point system.
From the analysis results, among the many benefits brought by Peer Feedback in Project-Based Learning, the improvement of English skills, especially the improvement of language skills, including reading skills, listening skills, communication skills and writing skills, the improvement of collaborative learning ability and social interaction are the most appreciated benefits It also shows that the benefits of students learning English independently through peer feedback in project- based learning are also obvious.
All the teachers who participated in the interview agreed that the application of peer feedback in project-based learning is helpful to enliven the classroom atmosphere, reduce students' pressure and make students more motivated to participate in learning activities Tea1 believes that compared with the teacher's feedback, the classmate's feedback has proved to be "simpler, more constructive, less fearful and more straightforward than the teacher's feedback, so it can alleviate students' worries. Learners' worries when writing courses to be edited" Similarly, TEA2 believes that
"because learners don't think their friends are stressful people, they can feel supported instead of straightforward In this respect, classmate feedback has a new function, which is to motivate and motivate learners to complete tasks better."
Like TEA1 and TEA2, TEA3 states that "students value each other's views and ideas.
In most cases, they like to work together If there are meetings, students can get important and valuable ideas from classmates If properly organized, discussions among classmates will help students get suggestions, ideas and compliments about the work they are doing Through effective discussion, students know what they need to look for and have specific criteria to rely on when interacting with friends Project Evaluation Guides are tools that help students pay attention to projects and remind them of positive feedback, suggestions, and ideas Through practice and demonstration,
Mr Vien can implement this strategy for various purposes at any time in class "
Challenges of using peer feedback in project-based learning
4.3.1 Findings from the student questionnaire
Eight questions are designed to explore the challenges students may encounter in the peer feedback environment in project-based learning The results show that the average scores of 6/8 survey questions are all above 4 points, which is quite high compared with the highest score of 5 points In other words, in addition to the benefits that peer feedback in project-based learning brings to students, there are still some challenges that they need to deal with Specific results are shown in Table 4.2.
Table 4 1 Students' understanding of use Peer Feedback in Project-Based Learning
Min Max Mean Std Deviation Time spent in English classes through project- based learning is not enough to use peer feedback
When learning English through project-based learning, students prefer to get feedback from teachers rather than from classmates.
My friends often take a negative attitude when they are negatively evaluated in
English classes through project-based learning
I'm afraid to make objective judgments because I'm afraid of conflicts with my
I'm worried about the quality of consistent feedback
I have no confidence in my peer review ability, so I often refuse to give feedback
Lack of knowledge and evaluation skills are obstacles for me to provide peer feedback
When my classmates give me negative comments, I feel ashamed and lose confidence
(Source: Analysis results using SPSS 20.0 software)
The results show that the biggest challenge faced by the eighth grade students in FPT Tay Son School when applying peer feedback in Project-Base Learning is that the highest GPA is 4.12/5 and the standard deviation is 0.782 < 1 is that they are afraid to make an objective assessment, because they are worried about conflicts with their classmates
Although peer-to-peer feedback in Project-Base Learning provides students with opportunities to communicate, express their opinions and evaluate, it will hinder anxiety and fear about the quality of feedback This statement was agreed by most students who participated in the survey, with an average score of 4.09 and a standard deviation of 0.697
Another challenge is that students often refuse to give feedback because they find themselves unsure of their peer-review ability The average score of this statement is quite high, which is 4.07 points, with a standard deviation of 0.795 < 1, indicating that there is no significant difference in the responses of survey participants
The same average score is 4.07 with a standard deviation of 0.879, which indicates that 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 project-based English classes.
The results show that the biggest challenge faced by the eighth grade students in FPT Tay Son School when applying peer feedback in Project-Base Learning is that the highest GPA is 4.12/5 and the standard deviation is 0.782 < 1 is that they are afraid to make an objective assessment, because they are worried about conflicts with their classmates
Although peer-to-peer feedback in Project-Base Learning provides students with opportunities to communicate, express their opinions and evaluate, it will hinder anxiety and fear about the quality of feedback This statement was agreed by most students who participated in the survey, with an average score of 4.09 and a standard deviation of 0.697
Another challenge is that students often refuse to give feedback because they find themselves unsure of their peer-review ability The average score of this statement is quite high, which is 4.07 points, with a standard deviation of 0.795 < 1, indicating that there is no significant difference in the responses of survey participants
The same average score is 4.07 with a standard deviation of 0.879, which indicates that 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 project-based English classes.
Peer-to-peer feedback in projects-learning takes a lot of time
One of the biggest challenges of getting faculty approval is that this approach takes a lot of time, because your learning product takes a lot of time to study, review, and provide feedback when students are tasked with assessing activities At the same time, the time of each class is limited to 45 minutes Therefore, when teachers apply this method, it is extremely important and not easy for teachers to allocate time reasonably to ensure the course content In order to express the views on this issue, TEA1 emphasizes that "it is not easy to use Peer Feedback in Project-Base Learning to make lesson plans Each English class lasts for 45 minutes, and each class has goals to achieve and certain knowledge content to convey, so teachers' task is to assign courses so that they can effectively use Peer Feedback in Project-Base Learning and ensure the course content"
Similarly, TEA5 also says, "Students need a certain amount of time to review and evaluate their classmates' activities and learning products before they can give feedback on these products This will make the learning time longer than the traditional method of using teacher feedback."
TEA6 also argues that "using peer-to-peer feedback in project-based learning makes me spend more time in stabilizing the classroom order, and it is difficult to control students' classroom learning time”
Students overreact and are irresponsible for fear of breaking off relations with friends
This is the biggest difference between the teachers who participated in the interview IfVien's feedback for TEA2 is "very detailed" and "covers almost all aspects of feedback", Vien's feedback for TEA1 and TEA3 is still "average" or "very average".TEA2 thinks that students' feedback is very useful because "students are excited and responsible for feedback", and TEA3 thinks that this activity in our class is really useful "To some extent useful, but not very useful However, students can learn too much from you, because most students can only solve extremely basic mistakes for you, while others do very well." (TEA3) Similar to TEA1 and TEA3, TEA4 believes that "reader feedback plays an important role in the project teaching process However, in many cases, this kind of activity does not bring practical results, because for many different reasons, learners do not take feedback seriously, or learners avoid hurting their friends by providing good judgment." Those who share the same view on Tea5 also said, "Learners are more serious about feedback and need to be prepared to make credible judgments, instead of carefully considering or only considering good judgments, so as not to hurt you.”
Another challenge found through the semi-structured interview results is that four of the six teachers who participated in the interview agreed that today students still tend to wait and like feedback, and teachers' feedback rather than classmates' feedback To explain the above statement, TEA1 pointed out, "In the classroom where peer feedback is used in Project-Base Learning, through the teaching process, I observed that students tend to listen attentively and wait for feedback from teachers rather than from friends I find that students often have doubts about their classmates' feedback on their activities and learning products."
Similarly, TEA2 said, "Students tend to worry about the accuracy of their classmates' feedback They usually expect teachers' feedback and confirmation of their classmates' feedback on their learning products." TEA3 said, "Students often wait for feedback from teachers on their activities and learning products, because they think that the feedback from classmates is not really objective, because they may be influenced by the feedback person and the friendship between the feedback person.”
Quite a number of students have negative attitudes and lose confidence when they are negatively evaluated by their friends
Conclusions and recommendations
Conclusion
In this study, qualitative and quantitative research methods were combined to investigate the benefits and challenges of using peer feedback in Project-Base Learning at FPT, Tay Son and Trung Vung Middle Schools in Da Nang Through classroom observation, teacher interviews and a questionnaire survey of middle school students in the study area, this thesis summarizes the current situation of using equivalent feedback in project-based learning, and mainly discovers the advantages and challenges of using this method in English classroom
First of all, 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. The use of technology-enhanced learning tools can also help students improve their listening, speaking, reading and writing abilities in learning English In addition, the use of peer-to-peer feedback in Project-Base 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 teacher-centered approach, which has shifted to placing learners at the centre of the learning process
Secondly, in addition to the benefits, there are many challenges in using peer feedback in Project-Base 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
Recommend
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 In order for Vien to be an excellent student-this is an important issue, especially for students who will become foreign language teachers in the future, we need to have certain activities to support Vien's students This study will produce some suggestions to effectively collect feedback from classmates
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
Sinh Vien's high awareness of the importance of peer feedback
In order to provide feedback to you effectively, learners must have a correct reading attitude towards activities, because if they don't understand the functions of activities,they can't 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 By emphasizing that people who study in the same reader can also have useful considerations, teachers will reduce the situation that students have a correct reading attitude towards your considerations, rather than a responsible attitude in responding to your lessons In addition, teachers can also express the responsibility of respondents by evaluating the comments themselves Above all, teachers need to make sure pupils are aware of the purpose of the student feedback and are aware that the role of the feedback person is the one who reads the missionary, not the one who blames you
Help learners evaluate their products
Helping students realize the importance of effective feedback is only 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 After that, what can teachers do to support students' feedback activities:
-Guide students to focus on some aspects of your product Specifically, in evaluating articles, birth needs to pay attention to the content of the articles (that is, the ideas of the articles and the way in which the ideas are organized), rather than grammatical or formal errors in the early texts For the following texts, students often pay attention to formal errors (such as grammatical errors, expressive errors and structural errors)
-Teachers need to show students the effects of using different forms of feedback: positive feedback and extreme feedback, direct feedback and indirect feedback, marginal feedback and ending feedback Teachers need to specify the method and key points of each feedback form, and the appropriate time to use each different feedback form, so that students have a correct understanding of each feedback
-Vien teacher needs to show Vien students different feedback patterns: when Vien students point out mistakes, when they suggest how to correct you, and when they only need to show you where they are wrong
-Vien teacher needs to encourage Vien students to have proper voices when responding
-From the beginning of the course, Mr Vien helps students familiarize themselves with abbreviations and avoids using too strange abbreviations, which will make it difficult for you to understand when you receive feedback
-Students need to be provided with a navigation form in response to you This is considered to be the most important thing for your friends to give due consideration according to your teachings Another issue to note is whether, for each different product, there is a need for a label that suits the specific feedback direction of the writing form Teacher Vien Nen avoids using general interrogation forms, so that students' feedback will be general, instead of going into the specific content of each project product
Feedback activities the most effective activities are those in which teachers give feedback to students Teachers can give students feedback exercises, let students do exercises, and divide them into groups to decide whether paragraphs are good or good.
In this way, students can not only know what they should pay attention to when responding, but also know what problems they need to pay attention to
Supporting Vien's birth in response to your post is a long and long process, which requires Vien's teacher to be ready to provide support when needed, because even if Vien knows how to respond to you, they still need a lot of questions that need Vien's support As mentioned in Tren, it may be difficult for Sinh Vien to respond to some project products; For example, they don't know what the problem is, but they don't know how to solve it, they don't know how to express their ideas It is time for teachers to intervene and support so that children can move in the right direction In addition,
Mr Vien will also consider the feedback from students, so that the feedback person can make accurate and responsible judgments in the following feedback In this way,both teachers and students will benefit from the activity, because students can negotiate with teachers on problems they still know clearly, and teachers will have a comprehensive understanding of the activity; Therefore, they can make changes to make them suitable for birth
This is considered a very useful activity, so teachers and all students in the class can discuss problems in the response to Rieng's article and the overall version of the article In performing this activity, the teacher can select the mistakes in the students' essays, combine these questions, and ask the students to propose ways to think and solve the problems Teacher Vien also gave Vien time to ask the students the questions they explicitly asked during editing the article, and gave the reviewers time to give them clear explanations for the review In addition, Sinh Vien can sit together and discuss how to improve a project product
Teachers need to pray to students for all project products, especially those with peer review/feedback In this way, Mr Vien can know how Vien's students evaluate your project product: where it is good and where it is suitable In this way, they can encourage students to make constructive and mediocre comments
Combine classmate feedback with other forms of feedback
Written feedback is effective when it is conducted in parallel with other forms of feedback (such as group discussion, oral feedback, teacher feedback) By combining these forms harmoniously, teachers can help students carry out activities effectively
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
Research limitations and follow-up research directions
This study is only conducted for Grade 8 students in FPT, Tay Son and Trung VuongMiddle Schools in Da Nang, so it is not general and represents all students Da NangGrade 8 Therefore, the researchers suggested to the authors that when conducting future research, it is necessary to expand the scope of research and conduct research to fully display the sample of eighth-grade middle school students in this area Da NangCity.
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PART 1: THE CURRENT SITUATION OF USING PEER FEEDBACK IN CLASS THROUGH PROJECT-BASED LEARNING
1 Do you understand the concept of peer feedback?
2 Have you ever attended classes through projects? Whether to use peer feedback?
3 How often does your teacher use peer feedback?
4 Do you participate enthusiastically in learning activities that use project-based classroom peer feedback?
5 How do you rate how often teachers use Project-Based Classroom Peer Feedback (ProjectBasedLearning)?
PART 2: STUDENTS' VIEWS ON THE BENEFITS OF USING CLASSROOM PEER FEEDBACK THROUGH PROJECTS
Perceptions Strongly agree Agree Neutra l
I find it easier to learn English through project-based learning than using peer feedback
When teachers use peer feedback, I think learning
English through project-based learning is easier to absorb knowledge
By giving feedback to my classmates' tasks and accepting their evaluation of my tasks, I can better understand and improve my
English communicative competence through project- based learning in English class
Teachers use peer feedback in English class through project- based learning to provide students with opportunities to exchange ideas, evaluate and criticize
Teachers' use of peer feedback in project-based English classroom is helpful to improve their cooperative learning and social interaction ability
Using peer feedback in project English class can improve my English learning
I can control and evaluate myEnglish learning through peer feedback instead of waiting for feedback from teachers
English class through the project, I can improve 04 language skills, including oral
English, listening, reading and writing skills
The teacher's use of peer feedback through project- based learning helps me to enhance my self-confidence, develop my thinking and develop my autonomy in
PART 3 STUDENTS' VIEWS ON THE CHALLENGES OF USINGCLASSROOM PEER FEEDBACK THROUGH PROJECT-BASED LEARNING(PROJECT-BASED LEARNING)
Perceptions Strongly agree Agree Neutra l
Time spent in English classes through project-based learning is not enough to use peer feedback
When learning English through project-based learning, students prefer to get feedback from teachers rather than from classmates.
My friends often take a negative attitude when they are negatively evaluated in English classes through project-based learning I'm afraid to make objective judgments because I'm afraid of conflicts with my classmates.
I'm worried about the quality of consistent feedback
I have no confidence in my peer review ability, so I often refuse to give feedback
Lack of knowledge and evaluation skills are obstacles for me to provide peer feedback
When my classmates give me negative comments, I feel ashamed and lose confidence
1/ Bạn có sử dụng các hoạt động phản hồi đồng đẳng trong lớp học qua dự án của mình không?
Do you use peer feedback activities in class through your project?
2/ Phản ứng của học sinh trong lớp bạn đối với việc sử dụng phản hồi đồng đẳng trong lớp học qua dự án như thế nào? Đưa ra một số mô tả và giải thích theo kinh nghiệm của bạn.
How do students in your class react to using classroom peer feedback through project- based learning? Make some descriptions and explanations based on your experience?
3/Nếu có, hãy giải thích những lợi ích mà bạn nhận được khi thực hiện các hoạt động phản hồi đồng đẳng trong lớp học qua dự án của mình? Nếu không, hãy giải thích lí do tại sao?
If yes, please describe the benefits of performing peer feedback activities in class through your project? If not, please explain why?