INTRODUCTION
Rationale for the study
Writing, according to Hyland (2003), is a vital ability in the context of teaching English as a Foreign Language (EFL) that has to be honed and improved over time The EFL writing process is a dynamic and complicated endeavor that calls for a variety of abilities and approaches to be successful Additionally, writing ability is crucial for EFL students to effectively engage and communicate in English, both within the classroom and in everyday contexts In EFL classes, the traditional teacher-centered approaches to writing education are frequently employed, where the instructor gives comments and edits to students' written work In recent years, As Dooly & O'Dowd (2018) stated, an emphasis on enabling students to actively participate in their learning has, however, led to a rise in interest in student- centered and collaborative learning techniques
Peer feedback is important for language acquisition, according to several academics In Topping (2005)’ ideas, peer feedback has the potential to enhance students' self-regulation and metacognitive skills as they engage in evaluating and providing feedback to their peers Min (2006) shows that peer feedback, sometimes referred to as peer evaluation or peer review, has become recognized as an effective educational strategy to improve EFL writing abilities as well as foster their independence in language acquisition Additionally, Van Gog and Schram (2007) state that peer feedback can enhance writing abilities and deepen comprehension of the writing process Peer feedback may help students in this process by assisting them in identifying their strengths and flaws and by offering helpful criticism to help them improve their writing, as Zhang (2015) states Despite its potential benefits, Lee (2008) says peer feedback remains underutilized in EFL writing classes, and limited research exists on how teachers and students perceive and utilize it The significance of peer feedback in language learning, particularly in the EFL writing process, forms the foundation for justifying this study
For the reasons above, this research has been done to give a thorough knowledge of how teachers and students see and use peer feedback during the EFL writing process It provides insights on instructors' and students' attitudes regarding peer feedback, its effectiveness, its drawbacks and ways for incorporating it into their teaching practices by examining their points of view through questionnaires, interview, observation Additionally, analyzing students' perspectives reveal information about their motivation levels, attitudes toward giving and receiving criticism, and the effect of peer input on their writing ability.
Aim and objectives of the study
This study was carried out in order to investigate teachers and students’ perceptions and practices about peer feedback in the EFL writing process
The researcher attempted to accomplish the following goals:
- To investigate teachers and students’ perceptions of peer feedback in the writing process
- To explore teachers and students’ practices of peer feedback in the writing process
The study was carried out to answer the following questions:
1 What are teachers’ and students’ perceptions about the advantages and disadvantages of peer feedback in English writing?
2 How are teachers and students’ practices of using peer feedback in English writing?
Scope of the study
Writing feedback, which includes comments from instructors and peers, is a fairly broad issue The research could not address both of them due to the constraints of an MA thesis; instead, it focused on how teachers and students perceived and used peer review during the English writing process
96 students and 5 English teachers from high schools participated in the research A combination of surveys, interviews, and observation were used to gather the data.
Significance of the study
The results of this study can help design teaching and learning methods for languages that are more effective and efficient, specifically in teaching English writing to high school students Despite its limitations, this study has significance for both theoretical and practical contributions
Theoretically, this study provides teachers’ and students' perception about peer feedback in English writing This study can add to the theory of teaching English writing using peer feedback and can be used as a reference for other studies in the field
Practically, through peer evaluation, this research also enhances the development of learner autonomy and collaborative learning, encouraging engaged students The study also provides workable ideas to enhance the feedback process by addressing problems that instructors and students have with utilizing peer feedback
To sum up, this information can have an impact on the creation of language education policies and curricula that prioritize peer review as a crucial step in the writing process.
Structure of the thesis
The thesis consists of five chapters: Introduction, Literature Review, Methodology, Findings and Discussion, Conclusion and Implications
Chapter 1, Introduction, presents the rationale, which introduces the reasons why the researcher chose to conduct the study, the aim and objectives, the research questions, the scope, the significance, the definition of important terms and the structure of the thesis
Chapter 2, Literature Review and Theoretical Background: shows some previous relevant studies and relevant theoretical background for the study
Chapter 3, Methodology, explains the research methods Firstly, it presents the research approach Secondly, it describes the participants Thirdly, it introduces the research instruments used to collect data Lastly, this chapter comes to an end with the procedure to conduct the study
Chapter 4, Findings and Discussion, reports the results of the study First of all, the reliability of the instruments is introduced Then, the information collected from the questionnaire is analyzed Finally, the data from the interview is analyzed in order to give an in-depth explanation of the findings of the study
Chapter 5, Conclusion and Implications, concludes the report of the study First, it summarizes the main findings of the study Then, it suggests the research implications Finally, the limitations of the study and the suggestions for future research make the last part of this chapter.
LITERATURE REVIEW
Writing
Byrne (1984) defines writing as ―the act of forming the graphic symbols such as letters and numbers which are arranged in the certain rules into meaningful words, sentences, paragraphs and so on‖ According to this concept, language is visually represented by symbols, and these symbols are arranged in a certain way to communicate meaning Byrne claims that writing entails the purposeful grouping of these symbols to produce text that is comprehensible and cohesive
Jalaludin (2011) contributes to this discussion by pointing out that writing is a learned talent rather than a skill that people naturally acquire, even in their mother language Writing takes specific training and practice, as opposed to speaking, which frequently arises naturally in a language-rich context The difficulty of writing as a taught activity that necessitates knowledge of many linguistic and syntactic standards is highlighted by Jalaludin's viewpoint
Jalaludin (2011) further stated that writing is a complicated activity with many facets that has meanings that vary between fields and places Different viewpoints on what defines writing and how it serves as a form of communication and expression have been offered by academics and industry professionals Additionally, writing has been regarded as a system of spoken and written interpersonal communication As people are frequently judged on their capacity to coherently convey thoughts and ideas in writing, it acts as a barometer of academic accomplishment Writing abilities are a good pre peer feedback of communication, understanding, and critical thinking abilities in academic and professional settings
To sum up, multiple definitions of writing exist depending on the perspective, and they might include things like purposeful symbol placement, visual representation, the taught nature of the talent, and the importance of writing as a means of academic evaluation and communication
Expository, descriptive, persuasive, and narrative writing are the four categories into which writing is typically divided by academics and educational institutions The goal of this classification is to provide readers a systematic knowledge of various writing styles and their intended audiences Although this classification may not be specifically attributed to a single person, it does represent a group effort in the fields of education and linguistics to define and distinguish distinct writing genres based on their traits and goals
Expository Writing: Expository writing educates and clarifies subjects It provides objectively presented data and analysis Expository writing, as defined by The Modern Language Association Handbook (MLA), informs, explains, describes, or defines the author's subject to the reader
Descriptive Writing: Writing in the descriptive style clearly captures details and sensory impressions As Sommer (1977) said, ―Descriptive writing is an art of painting a peer feedback with words" it provides readers with a distinct image
Persuasive Writing: Writing that is persuasive persuades readers to adopt a perspective or take action Aristotle stated that ―Persuasion is achieved by the speaker's personal character when the speech is so spoken as to make us think him credible‖
Narrative Writing: Storytelling and event recollection are key components of narrative writing Through an engaging tale, it seeks to captivate readers Propp (1968) argued that "Narrative is the primary mode of human cognition."
As stated by Murray (1985), writing enables us to "crystallize our thoughts, confront complex issues, and present coherent arguments." Brandt (2002) stated that writing is crucial for critical thinking and for developing a better knowledge of issues in academic, professional, and personal situations as well It serves as a method of record, facilitating the diffusion of knowledge through time and distance as revealed by Bazerman, (2003) Bazerman further claims that writing gives people the ability to participate in sophisticated cognitive functions and make valuable contributions to a variety of human interaction domains
Expression and Communication: Smith (2018) asserts that writing is a fundamental method of communication that enables people to successfully transmit thoughts and ideas Additionally, Johnson (2019) stated that it gives people a way to express themselves and articulate difficult feelings and ideas
Learning and Education: According to Brown (2020), writing is the foundation of education since it enables pupils to show their understanding and analytical abilities As stated by Jones (2017), writing assignments and evaluations are crucial for gauging students' knowledge and critical-thinking skills
Problem-Solving and Critical Thinking: According to Smith & Miller (2018), writing promotes critical thinking because it forces people to arrange their thoughts clearly and coherently Based on Smith, R., & Miller, A
(2018), the writing process helps people develop their ability to evaluate and synthesize information
Recording the past and preserving cultural heritage: According to Williams (2016), writing has always been essential for recording events and safeguarding cultural legacy As stated by Turner (2020), written documents act as a time capsule of human civilization, providing insights into earlier cultures and their accomplishments.
Peer feedback
Meyers & Jones (1993) have defined peer feedback as
―communication process through which learners enter into dialogues related to performance and standards.‖ Richards and Schmidt (2002, p.390) conduct a definition of peer feedback as ―an activity of students receiving feedback from other students The students receive their friends’ work and then review it and give comments or suggestions on it.‖
According to Richards and Schmidt (2002), peer feedback not only is commentary from other pupils, but can involve exchanging drafts and comments on each other's drafts if you are working on the same assignment as another student as well Giving pupils peer critique might enhance their own writing abilities Students frequently start to think more flexibly about their own writing by providing comments to others When the student provides criticism on their own work before turning it in for grading, this experience helps them see things from the perspective of the grader Thus, peer feedback might relieve students of the burden of solely relying on teachers to evaluate their writing and critical thinking It is hoped that students would internalize this procedure and continue it on their own, which will help their future job
As mentioned by Kluger and DeNisi (1996), Dweck (2006), Hattie and Timperley (2007), Hartley (2008), Edmondson (2012), peer feedback accomplishes a number of significant goals for both individuals and teams or organizations Peer feedback's main objectives are to improve performance, foster personal and professional development, and boost learning The following are some main goals of peer feedback:
Facilitating Skill Enhancement: Peer feedback, as mentioned by Hattie and Timperley (2007), seeks to encourage skill advancement by giving people constructive criticism and improvement recommendations Specific and useful feedback can result in considerable skill growth
Promoting Self-Reflection: According to Sọljử (1979), receiving feedback from peers helps people reflect on their own performance and have a better awareness of their areas of strength and need for development Reflective techniques foster metacognition, which improves learning outcomes
Strengthening Collaboration: Edmondson (2012) revealed that collaboration is strengthened by peer feedback because it fosters team members' mutual respect and trust Fostering a culture of psychological safety through helpful criticism improves team performance
Driving Continuous Improvement: According to Kluger and DeNisi (1996), peer feedback aims to promote ongoing development and point out potential areas for improvement and innovation Besides, feedback is essential for performance development through goal-setting and modification
Cultivating a Growth Mindset: Dweck (2006) pointed out that peer feedback is intended to help people develop a growth mindset, in which they see criticism as an opportunity for improvement rather than a criticism of their talents, and in order to encourage learning and resilience, highlights the value of cultivating a growth-oriented mentality
Enhancing Communication Skills: As Nadler (1969) noted, peer feedback helps people learn how to give and accept feedback in an understanding and polite way, which helps them communicate more effectively Successful teamwork depends on efficient communication
Individual Empowerment: The goal of peer feedback is to enable individuals to take charge of their own personal development The emphasis on autonomy and intrinsic motivation in this empowerment is consistent with the ideas of self-determination theory, according to Deci & Ryan (1985)
Getting Ready for Real-World Situations: Hartley (2008) claimed that receiving peer feedback helps people become ready for situations when they must adjust to input from a variety of sources, such as clients, customers, or supervisors This fits with the idea of transferable talents
Promoting Conf Peer feedback Resolution: According to Fisher and Ury (1981), peer feedback is a useful method for handling issues constructively, allowing for open communication and resolution Besides, feedback can also help to facilitate morally sound agreements that are advantageous to both parties
2.2.3 Importance of Peer Feedback in Language Education
Peer feedback, according to Ferris (2003) and Storch (2004), helps students become more self-aware because they become aware of the discrepancy between how they and others perceive their writing This improves self-reflection and self-expression, makes it easier to develop critical and analytical reading and writing skills,
Topping (2005) emphasizes that peer feedback can enhance students' self-regulation and metacognitive skills as they engage in evaluating and providing feedback to their peers
Additionally, Van Gog & Schram (2007) mentioned that the role of peer feedback in language learning has been widely studied Researchers have highlighted that peer feedback provides learners with multiple perspectives on their writing, fostering a deeper understanding of the writing process.
Perceptions
According to Bull (2011), perception is described as the capacity to understand or perceive something Hoffman (2008) distinguished between three definitions of perception: the way you think about or comprehend someone or something; your capacity to comprehend or notice something; and the way you comprehend or notice something utilizing one of your senses Demuth (2013) described perception as the process of a person's thinking, opinion, and understanding of an item or a subject based on their personal experience, which is consistent with this definition Thus, teachers' perspectives cover their motivations for using certain teaching strategies, their knowledge of those strategies, and their understanding of the nature of their job The idea that professional development is a need for excellent teaching is how English instructors are perceived The teaching assumption of instructors, according to Kim and Hatton (2008), is learning via experience and action in addition to teaching concepts or conceptual thinking
Brown (2007) has reported that because instructors often observe their classrooms to gauge students' knowledge, their opinions of a teaching strategy and/or the learning environment might offer a trustworthy peer feedback The things that teachers understand as happening in the classroom are known as their perceptions Although their perceptions do not constitute peer feedback, they have the potential to have an influence on their beliefs, which are a set of consciously or subconsciously held hypotheses or assumptions Borg (2001)
& Bracey (2016) note that teachers' views and beliefs are tightly connected Pajares (1992) claims that the terms "belief" and "perception" might therefore be seen to be interchangeable Kurniawati (2006) further asserts that teachers' beliefs may be used to discover more about their ideals and practices in the classroom As a result, teachers need to be cognizant of their own opinions about how students learn It suggests that the fundamental presumptions that instructors rely on when making judgments are their views
So far, perception, as Bracey (2016) stated, is the way that one thinks about or understands someone or something, according to some of the above explanations In the process of teaching and learning, teachers' perceptions are crucial because they not only affect their behavior and decision-making, but they also offer crucial insights into a variety of educational components
Irwanto (2002) asserts that there are two categories of perception that arise from the interaction between a person and an item They are negative and good impressions, and the following explanation explains both of them:
Positive perceptions: It is a view that characterizes all data and reactions Additionally, a person with a favorable view accepts and supports the perceived thing
Negative perceptions: Information and actions that are opposed to the viewed item are included in this category of perception
A person's viewpoint, both favorable and bad, always affects how they carry out an activity, it might be said Furthermore, how a person defines his full knowledge of a seen thing determines whether a good or negative perception is created
2.3.3 Teachers' and students’ Perceptions of Peer Feedback
Li (2013) stated that its efficacy may depend on how students feel about offering and receiving peer criticism Li (2013) also looked at how EFL students saw peer feedback and discovered that although some saw it favorably as a source of different viewpoints, others had reservations about its usefulness and accuracy
According to Van den Berg et al (2014), effective implementation depends on an understanding of instructors' attitudes toward and usage of peer feedback The frequency and caliber of peer feedback in the classroom were impacted by instructors' perceptions of its advantages Peer input was more likely to be incorporated into writing lessons by teachers who thought it was beneficial
Bitchener & Knoch (2008), Zhang & Hyland (2018) explained that teachers and students' perceptions of peer feedback in EFL writing have been the focus of numerous studies They suggest that teachers generally have positive perceptions of peer feedback, as it can promote active learning, develop critical thinking skills, and encourage social interaction among students On the other hand, students' perceptions of peer feedback vary depending on several factors such as age, language proficiency, cultural background, and their prior experience with peer feedback Students who have experience with peer feedback are more likely to have positive perceptions of it than those who are new to the process as mentioned by Mangelsdorf (1992) Moreover, students who perceive peer feedback as helpful, relevant, and supportive are more likely to engage in the process actively as Cho & Schunn (2007) described.
Practices of Teachers and Students in Peer Feedback
According to Wenger, (1996), practices are regular patterns of behavior, action, or activity that people, groups, or organizations participate in on a regular basis These patterns are based on certain norms, concepts, or rules that provide them a framework for implementation Practices cover a wide range of activities, including daily routines, professional procedures, and cultural customs
Topping (2017) suggested that teachers' and students' practices in peer feedback have also been explored in various studies Teachers can play a crucial role in facilitating the peer feedback process by providing clear instructions and guidelines, creating a safe and supportive learning environment, and modeling effective feedback However, Zhang & Hyland (2018) suggest that teachers often struggle with implementing peer feedback effectively, as they may lack the necessary training and support
On the other hand, Lee (2004) argues that students' practices in peer feedback can be influenced by several factors, such as their motivation, language proficiency, and prior experience with writing and feedback Students who are highly motivated and proficient in the language tend to provide more accurate and effective feedback Moreover, students who receive feedback on their writing tend to revise and improve their writing more than those who do not receive feedback, according to Hyland & Hyland (2006).
Previous related studies
Peer feedback is a widely used method in writing classrooms, and numerous studies have been conducted to examine its effectiveness One such study is the work of Hyland and Hyland (2006) investigated the feedback provided to EFL students in their writing classrooms The study found that feedback was often focused on surface-level errors rather than the content of the writing, and that teachers needed more training and support to provide effective feedback The finding highlights the importance of providing quality feedback that addresses both surface-level errors and content
Cho and Schunn (2007), which explored the effectiveness of a web- based reciprocal peer review system in facilitating writing and revision skills in an EFL context The participants were randomly assigned to experimental and control groups, with the experimental group using the web-based system to provide feedback on each other's writing The study found that the use of scaffolded writing and peer feedback led to significant improvements in students' writing performance The finding highlights the importance of using technology to support peer feedback and emphasizes the need for scaffolding in the writing process to enhance students' writing skills
Bitchener and Knoch (2008), who investigated the value of written corrective feedback for migrant and international students The study included a total of 140 participants, consisting of migrant and international students studying at an Australian university, being from diverse linguistic backgrounds The study found that written corrective feedback was beneficial for improving the accuracy of students' writing and their ability to self-correct errors Their study provides evidence of the potential of written corrective feedback in EFL writing classrooms and highlights its usefulness for migrant and international students
Finally, a Vietnamese study by Truong and Nguyen (2019) examined the effectiveness of peer feedback in improving EFL writing skills among 66 participants who were Vietnamese university students learning English as a foreign language The study found that peer feedback was effective in improving students' writing performance, but that students needed more training and guidance to provide effective feedback to their peers This study provides evidence of the benefits of peer feedback in an EFL context and highlights the need for training and support to facilitate effective peer feedback provision
Taken together, these studies provide important insights into the potential of peer feedback in EFL writing classrooms They highlight the usefulness of written corrective feedback and technology-based peer review systems, the importance of providing quality feedback that addresses both surface-level errors and content, and the need for training and support to facilitate effective peer feedback provision These insights provide the impetus for the study "Teachers and Students’ Perceptions and Practices of
Peer Feedback in EFL Writing Process," which aims to examine the perceptions and practices of both teachers and students regarding peer feedback in an EFL writing classroom
METHODOLOGY
Research approaches
Creswell (2014) asserts that "research approaches are plans and the procedures for research that span the steps from broad assumptions to detailed methods of data collection, analysis, and interpretation" (p 4) The qualitative, quantitative, and mixed techniques are the three main types of research methodologies
According to Dửrnyei (2007), quantitative techniques generally rely on numerical data, which are subsequently examined using statistical procedures Because the quantitative method stresses the use of a priori categories expressed as numerical data to give statistical descriptions, correlations, and explanations, it is used through the use of structured questionnaires as revealed by McMillan & Schumacher (1993) According to Burns & Grove (1993), the quantitative method is a formal, objective, systematic strategy for describing and evaluating connections as well as looking at cause and effect In the quantitative technique, the researcher strives to be neutral and presents the study participants with a blank screen
The qualitative approach, according to Burn & Grove (1993), is a methodical subjective strategy used to provide meaning to circumstances and experiences in life, and demands standard results with certain statistical data from the responses of participants Additionally, they draw the conclusion that the qualitative method emphasizes the quality of the data collected from the participants rather than the sample size Furthermore, according to Parahoo (2014), the qualitative approach emphasizes the individuality of each person while focusing on people's experiences According to McMillan & Schumacher (1993), The qualitative technique enables the participant to be flexible in offering their comments The qualitative technique entails the researcher gathering extensive verbal descriptions of occurrences rather than data in the form of numbers
This study uses both qualitative and quantitative methods in a single phase and has a descriptive design Accordingly, a questionnaire is used to get quantitative information, while interviews and observations are used to gather qualitative information According to Creswell (2014), "the combination of qualitative and quantitative approaches provides a more complete understanding of a research problem than either approach alone" (p 4) Each strategy has its pros and shortcomings, therefore this research combines the two to take advantage of each strategy's strengths while minimizing its weaknesses This is supposed to produce accurate and legitimate data and information for the investigative process.
Research setting and participants
This study was carried out in the central Vietnamese province of Quang Ngai Remote study participants completed an online survey using Google Forms and a live online interview and observation using Google Meet
A total of 96 students from high school and 5 teachers who have been teaching English participated in the study Nearly all of the teachers and students who were asked to participte in the study freely and anonymously accepted Prior to the start of the study, the researcher properly informed them of its objectives and importance
100% of the teachers in the study were female, demonstrating a gender-skewed sample that is consistent with the general trend in English language instruction Teachers were spread throughout several age categories, with the majority (40%) being in the 22–30 age range, which indicates a reasonably youthful group 40% of teachers had between three and five years of experience, while 20% had between one and two years, six to ten years, or more than ten years These various demographics among the participating teachers offer a complex viewpoint on the relevance and significance of the study
The majority of the study's student participants were female, making up 58.3% of the sample, while 41.7% were men There was a fairly even spread of grade levels, with 29.2% from grade 10, 37.5% from grade 11, and 33.3% from grade 12 This even distribution of participants by gender and grade level ensures that the results are not biased toward any one group of high school students and are more generally applicable to kids in all grade levels.
Data collection instruments
Three instruments have been utilized in the research to gather both quantitative and qualitative data i.e questionnaire, observation and interview
96 participants completed the questionnaire, which included 11 closed- and open-ended questions, to gather quantitative data The researcher created the questionnaire using the Google Forms platform We can handle event registrations, create a quick opinion poll, and much more with Google Forms, claims Google Workspace Learning Center (2022) With Google Forms, anybody can design and evaluate surveys directly in their mobile or web browser - no other software is required As soon as they become accessible, we receive quick results Charts and graphs may be used to swiftly describe survey data as well
In order to get comprehensive, precise, insightful information and a knowledge of the participants' perspectives of the topic under investigation, observation and interview techniques were used to gather qualitative data As a free and reliable platform that simulates in-person meetings, Google Meet was mostly used for the interview With the interviewees' consent, the talks were taped for further examination
The questionnaire was employed as a data collection technique that was done by giving a set of questions or written statements to respondents to answer in order to get information on phenomena that are hard to observe, such as attitude, motivation, and perception, questionnaires have been utilized The questionnaire included closed-ended and open-ended questions
Regarding closed-ended questions, the questionnaire consisted of items Respondents were required to read carefully and choose the option that best matched their perceptions and attitudes The 5-Likert scale was used here since it is frequently referred to as the satisfaction scale due to its suitability for measuring satisfaction (Ohlson, 2021) As a result, respondents were asked to choose from Strongly Disagree, Disagree, Neutral, Agree to Strongly Agree for each item listed in the questionnaire
Open-ended questions provided a full opportunity for the respondents to give answers according to their personal perceptions The researcher gave 1 question so that the respondents might write their opinions other than what was asked in the closed-ended questions
A questionnaire for this study was given to 96 high school students and 5 English instructors Because online data collecting is somewhat easier than conventional data collection, the questionnaire was disseminated using Google form As Hlatshwako et al (2021) stated, a questionnaire, compared to other techniques of extracting data, offers a faster and more cost-effective means of data collecting The surveys were divided into two parts While
Section One focuses on the participants' individual data (gender, age/grade, and years of college teaching experience/ how often they use peer feedback), Section Two is made up of 11 questions that were divided into two clusters
The purpose of the first cluster, which consists of 10 closed-ended questions, is to gauge how instructors and students see the use of peer feedback in writing instruction The 10 items are broken down into 2 smaller clusters: teachers and students' perceptions and practices of the advantages of using peer feedback in writing instruction (items 1–5), and teachers and students' perceptions and practices of disadvantages of the peer feedback method (items 6–10)
The questionnaire also includes 1 open-ended question at the conclusion to solicit advice from teachers and students on how to effectively implement peer feedback techniques in English lessons
Table 3 Description of the items used for the survey
Aims Number of questions Questions
The questions with the aim of surveying teachers' and students' perceptions and practices of the advantages of peer feedback
The questions aim to survey teachers' and students' perceptions and practices of the disadvantages of peer feedback
The questions to survey teachers' and students' perceptions and practices on how to | effectively implement peer feedback techniques in English lessons
Dawson (2002) claimed that interviews used to collect data in this research were semi-structured interviews In this type of interview, the researcher attempts to achieve a holistic understanding of the interviewees’ point of view or situation Besides, the participants are free to talk about what they deem important For this research, five teachers and five students were selected to participate in the semi-structured interviews to gain insights into their views to peer feedback in English writing The interview's objective was to gather qualitative data for the study such as the participants' perceptions, beliefs, and attitudes on the advantages and disadvantages of peer review in the writing process
Before the interview, the researcher explained the purpose and intention of the interview to the respondents, and the teachers and students were encouraged to express their true feelings about the peer feedback There were a total of 5 questions for each teacher and student, with questions 1,2 focusing on benefits, questions 3,4 identifying obstacles, and question 5 asking respondents for their thoughts and opinions on any solutions for challenges they may be encountering These questions are based on research questions, and they are primarily concerned with teachers and students' perceptions of using peer feedback to teach how to write English In addition, interviews were required to ascertain the issues encountered by teachers during English writing lessons using the peerfeedback It was also implied to discover what solution could be used to solve the problem
The interviews were conducted individually at different times for each participant and the meetings were recorded It was held for about fifteen minutes for each participant
When we see instructors and students in action, Gaies (1991, p 14) writes, "what we see is not the mechanical application of methods and techniques, but rather a reflection of how teachers have interpreted these things." In his study, Hancock (1996, p 89) underlines that "observation is a desirable part of a data gathering instrument because of the richness and credibility of information it can provide." In order to get more information, observation of the actual teaching and learning process in a classroom was employed as a data collection tool It was recorded on a checklist of what had been seen While attending a class, teachers complete a checklist, which is a list of various parts of the session Checklists provide observers a clear direction for what to look for, but they should only be used for one or two components of the lesson, such as easy-to-count characteristics For classroom observations, there are a number of published checklists that may be utilized (e.g., Wajnryb, 1992), although they may need to be adjusted to suit the needs of the teachers As an alternative, the cooperating teacher and the teacher can make their own checklists
The researcher took on the position of a detached spectator in this study It denotes a lack of involvement on the part of the spectator in the scenario being seen (Gay, 2000) The classroom observation was applied in order to explore teachers' and student’ perceptions and practices toward the implementation of peer feedback in writing class in real situations.While documenting all classroom activities, both verbal and nonverbal, the observations focused on teacher-student interaction in relation to peer feedback based on checklist about grade, lesson being observed, the student population in the room, 6 items about activities of teachers - guide to use peer feedback and 6 items about students’ activities applying peer feedback, 2 items about how to evaluate The recording was necessary to help researchers gather precise data.
Data analysis methods
Information acquired from the two data collection tools was analyzed in this study using both qualitative and quantitative methodologies On the one hand, quantitative analysis of the survey data using statistical frequency and percentage was done To paint the most vivid peer feedback possible of the problem under investigation, they were then presented in tables and charts In addition, the qualitative information gathered from the interviews was utilized to support and clarify the questionnaire answers.
Summary
The mixed-methods technique used for the study is described in this chapter It specifically lists the participants and data gathering tools There includes a description of how to administer the questionnaire, the interview, and the observation Finally, a quick illustration of the data analysis procedure is provided.
FINDINGS AND DISCUSSION
Findings from the questionnaire
The teachers and students' perceptions of the use of peer feedback in teaching English writing were calculated and presented using questionnaires
4.1.1 Findings from the questionnaire for teachers
4.1.1.1 Frequency of the use of peer feedback in teaching writing
Figure 1 Frequency of the use of peer feedback in the classroom
The use of peer feedback in the classroom is depicted in Figure 1 with responses divided into three categories: Always, Often, Sometimes, Rarely, Never According to the findings, 40% of the participants said they utilize peer feedback "Always," demonstrating a regular and consistent incorporation of this practice into their teaching Another 40% said they used peer feedback
"Sometimes," indicating they did it seldom but occasionally 20% of respondents said they used peer input "often," which indicates that they do it more frequently than those who do so just sometimes but less frequently than those who do so constantly This distribution demonstrates the participants' different methods for incorporating peer input, with a sizable portion choosing to utilize it both frequently and infrequently
4.1.1.2 Teachers’ perceptions and practices of the advantages of peer feedback
Table 4: Teachers’ perceptions and practices of the advantages of peer feedback
Disagre e Neutral Agree Strongl y Agree
Peer feedback helps students learn from each other about editing, revising, communicating skills
Peer feedback encourages students to consider different perspectives and writing styles
Peer feedback helps students foster a mindset, brainstorming
Peer feedback enhances students' understanding of grammar and language usage in their writing
Peer feedback in English writing class promotes critical thinking and analytical skills
Survey results pertaining to the phrase "Peer feedback helps students learn from each other about editing, revising, and communicating skills" reveal an overall good opinion among teachers It is clear that peer feedback is a powerful tool for helping students learn from their peers in the areas of editing, rewriting, and communication skills—40% of instructors agree, and another 40% strongly agree 20%, however, express no view, indicating that some teachers may be indifferent to the contribution that peer feedback makes to these abilities or may require further information All things considered, our research highlights the possibility of peer feedback as a useful instrument for improving these particular writing skills in the classroom
Analyzing survey replies on the claim that "Peer feedback encourages students to consider different perspectives and writing styles" indicates that instructors primarily had favorable opinions of the statement A sizable 60% strongly agree, showing a strong agreement, while 40% are indifferent, suggesting some ambiguity or split perspectives This agreement demonstrates the teachers' shared conviction that peer evaluation is a useful instrument for encouraging students to experiment with different points of view and writing styles The overall picture indicates that, in spite of a few indifferent answers, teachers typically see peer feedback as an effective means of assisting students in exploring other viewpoints and developing their writing styles, underscoring the importance of peer feedback in the writing teaching process
Survey responses on the topic "Peer feedback helps students foster a mindset for brainstorming" were analyzed, and the results show that instructors generally have good opinions of this statement A substantial 60% of instructors strongly agree, suggesting a high agreement, even if 40% of instructors agree, expressing their support for the function of peer feedback in helping students develop a brainstorming attitude This agreement highlights the teachers' conviction that peer feedback is a useful instrument for improving students' capacity for brainstorming The results underline the value of peer feedback in the writing teaching process and emphasize how it may inspire students to think creatively and innovatively, which is in line with the larger objective of encouraging imaginative and active learning in the classroom
Teachers' opinions on the statement "Peer feedback enhances students' understanding of grammar and language usage in their writing" are not entirely consistent, according to an examination of survey results Forty percent of respondents agree, showing some degree of support for the notion that peer input improves students' comprehension of grammar and language usage, compared to twenty percent who stay neutral, suggesting ambiguity or divided viewpoints Forty percent of instructors strongly agree, indicating that a sizable percentage of educators share the view that peer evaluation is useful in helping students improve their understanding of grammar and language usage in their writing This range of viewpoints highlights the possibility for variation in the perceived impact of peer feedback on these aspects of writing While some instructors strongly believe that peer feedback is effective in helping students improve their language and grammar skills, others may need more convincing
The analysis of survey responses regarding the statement "Peer feedback in English writing class promotes critical thinking and analytical skills" reveals an overwhelmingly positive perception among instructors While 20% agree, demonstrating some level of support for the notion that peer feedback contributes to fostering critical thinking and analytical skills, a substantial 80% strongly agree, showcasing a strong consensus among the majority of instructors who firmly believe in the significant effectiveness of peer feedback in enhancing students' critical thinking and analytical abilities within the context of English writing classes This resounding consensus underscores the vital role of peer feedback in nurturing these fundamental skills, reaffirming its crucial importance in the landscape of writing instruction, where developing critical thinking and analytical skills is paramount
In summary, instructors generally hold a positive view of peer feedback's role in English writing instruction They strongly support its effectiveness in enhancing students' editing, revising, communication, critical thinking, and the encouragement of diverse perspectives and writing styles While some variations exist, particularly concerning grammar and language usage, these findings underscore peer feedback's multifaceted significance in the classroom, promoting collaborative learning and critical thinking
4.1.1.3 Teachers’ perceptions and practices of the disadvantages of peer feedback
Table 5 Teachers’ perceptions and practices of the disadvantages of peer feedback
Disagre e Neutral Agree Strongl y Agree
Peer feedback can be confusing for students, and they might not always understand what their classmates are saying
There may be issues with the quality of feedback, as some students may not provide helpful comments to their peers
Disagre e Neutral Agree Strongl y Agree
N % N % N % N % N % up a significant amount of class time, which might be a limitation
Students may not always take peer feedback seriously
Peer feedback might make students unconfident
Mixed views among instructors can be seen in the survey responses analyzed on the statement, "Peer feedback can be confusing for students, and they might not always understand what their classmates are saying." 60% are indifferent, showing a substantial degree of ambiguity or conflicting viewpoints on this topic, while 20% disagree, indicating that they do not believe peer input to be often perplexing for students A smaller 20% of respondents concur, admitting that students may not always completely understand their peers' remarks and that peer evaluation can be perplexing for them This range of answers emphasizes how complicated peer feedback is in influencing students' knowledge and how important it is to have efficient procedures in place to guarantee that the peer feedback process is clear and understood It implies that certain teachers could be more wary of the difficulties that pupils might encounter in this situation
A cautious and unsure view is prevalent among instructors, according to the analysis of survey responses to the statement, "There may be issues with the quality of feedback, as some students may not provide helpful comments to their peers." A sizable 80% are indifferent, with 20% disagreeing, indicating that they do not perceive any serious problems with the feedback's quality and think students usually provide constructive criticism to their classmates The majority's lack of partiality suggests that there is a good deal of ambiguity or disagreement on the subject, which reflects instructors' worries about possible difficulties with the caliber of input in peer review procedures The results highlight the need for more research and assistance to guarantee that students offer insightful and helpful feedback to their peers, resolving any possible issues that teachers may have with this form of peer review
Mixed views among teachers can be seen in the survey responses analyzed about the statement, "Peer feedback can take up a significant amount of class time, which might be a limitation." Although 20% express ambiguity or differing views on the amount of class time that is devoted to peer review, a sizable majority of 60% concur that it can be time-consuming and have drawbacks.Moreover, 20% strongly concur that peer feedback might take up a substantial amount of class time These findings highlight the instructors' worries about possible time restrictions related to peer feedback The majority's, and even the strong majority', agreement indicates that teachers view time management as an important factor to take into account when putting peer feedback into practice, emphasizing the necessity for effective ways to strike a balance between peer feedback and other educational activities in the classroom
Teachers' perceptions of the phrase "Students may not always take peer feedback seriously" are conflicting and cautious, according to a study of survey responses Although 20% of respondents disagree, suggesting that they think students generally appreciate and consider peer comments seriously, a sizable 40% are indifferent, showing a considerable degree of ambiguity or divergent views on the subject Furthermore, 40% more instructors concur, indicating that a sizable proportion of educators recognize the likelihood that students might not always value peer input as they should These results highlight how difficult it may be for students to interact with peer critique since different teachers have different opinions about how serious students should take it It highlights the necessity of teaching methods that motivate students to respect and participate completely in peer evaluation as a crucial part of their education
The examination of survey replies pertaining to the assertion that
"Peer feedback might make students unconfident" exposes a range of opinions among educators While 20% disagree strongly and another 20% disagree, indicating that some instructors firmly feel that peer feedback does not usually undermine students' confidence, 40% are neutral, indicating that they are unsure or have conflicting ideas about this matter Furthermore, 20% of instructors concur, indicating that a minority recognizes the potential harm that peer feedback might do to students' self-esteem These findings highlight the complicated link between student confidence and peer feedback, since different instructors have different opinions about whether or not it helps students feel more confident It highlights how crucial it is to properly oversee peer review procedures to make sure they enhance students' overall educational experiences and sense of self
4.1.1.4 Teachers' suggestions for using peer feedback more effectively
EFL instructors provide insightful advice on how to assist the efficient application of peer criticism in English writing workshops Their recommendations center on developing a supportive and organized learning environment where students may offer helpful criticism to their classmates Teaching pupils the skill of constructive criticism and encouraging them to view feedback as an opportunity for progress rather than as criticism are two major areas of focus Another crucial element is to make sure that students are aware of the precise areas they should pay attention to, such as grammar, organization, and substance This is done by providing explicit standards and criteria for feedback Teachers often stress the significance of providing guidance and practice in providing constructive criticism, as well as illustrations of well-structured remarks
They support peer group rotation on a regular basis to minimize prejudice and foster a variety of viewpoints Teachers also advise giving pupils a variety of writing projects to inspire them and expose them to different genres and writing styles Finally, a key factor in creating a welcoming environment for peer feedback is acknowledging and bolstering students' achievement with praise and support Together, these findings support a culture of constructive learning and development in English writing classrooms by facilitating a peer feedback process that is more successful
Findings from interviews
4.2.1.1 EFL teachers’ perceptions and practices of using peer feedback to teach English writing
Peer feedback is a commonly used approach in English writing classrooms, it was clear through a series of interviews with five professors Teacher 1 (T1) revealed that they usually include peer feedback as a key element of their teaching strategy They firmly believed in its efficacy and saw it as essential for promoting self-improvement Peer feedback is used by Teacher 2 (T2) around once every two weeks, giving students enough time to revise their papers before being evaluated by their peers They also stress the value of peer criticism in encouraging active learning and exposing pupils to other viewpoints
Similar to Teacher 2, Teacher 3 (T3) often uses peer feedback, generally once per week, and claims that it is an integral aspect of their teaching approach T3 fully believes that peer feedback plays a crucial role in developing critical readers, improving writing abilities, and encouraging active learning Due to time restrictions, Teacher 4 (T4) uses peer feedback less frequently (about once a month), but she still sees its importance in promoting autonomous learning and critical thinking
Finally, Teacher 5 (T5) often uses peer feedback because they see it as an essential component of their teaching strategy T5 fervently supports peer feedback since it not only promotes active learning but also inspires students to evaluate their own work critically Together, these interviews highlight the value of peer feedback in English writing programs and how it may help students learn more effectively, develop their writing abilities, and develop critical thinking
4.2.1.2 Implementation of peer feedback by teachers to teach writing and challenges they face when using peer feedback
Several difficulties and restrictions surrounding the use of peer criticism in English writing classrooms were revealed during the interviews with the five teachers Although peer feedback is a useful tool, T1 observed that it can be hampered by changing feedback quality dependent on students' capacities to offer constructive criticism They also emphasized the necessity of effectively managing peer feedback sessions to prevent time-consuming delays
T2 emphasized that not all students are comfortable offering or receiving criticism, and that it might be difficult to ensure that the feedback is specific and beneficial Concerns included making sure students take the process seriously and encouraging them to offer constructive criticism
T3 underlined the need to avoid giving ambiguous or excessively favorable feedback because these types of comments may not help their colleagues grow A concern is ensuring the caliber of input Additionally, it might be difficult to keep students' attention during peer feedback sessions, and time management becomes a linked problem
T4 observed that students occasionally find it difficult to give detailed feedback and may not always feel comfortable giving constructive criticism
It was brought out that time management can be a problem and that students who don't take peer feedback sessions seriously may make remarks that are either shallow or too favorable
Similar to T4, T5 expressed worry about students' discomfort in offering constructive criticism and the possibility of obtaining unclear feedback The problem of students making shallow or excessively complimentary remarks because they didn't take the feedback process seriously was raised once more T5 stated that managing time during these sessions was difficult The instructors' combined perspectives highlight the significance of resolving these restrictions and difficulties in order to successfully utilize peer feedback in the teaching of writing skills
4.2.1.3 Teachers' suggestions to use peer feedback methods in English classes effectively
T1 suggests that students be taught how to offer constructive criticism, that clear procedures for feedback be established, and that clear evaluation criteria be provided To lessen prejudice and encourage variety in input, they also advocate for peer groups that rotate on a regular basis
T2 suggests establishing precise standards for feedback, highlighting the value of constructive criticism, and offering training sessions They also stress the need of developing a positive learning environment in the classroom where students feel comfortable offering and receiving feedback
T3 recommends establishing precise criteria for feedback, educating students on useful feedback strategies, and enforcing the use of concrete and critical language They also emphasize the significance of continuing a formal feedback process
T4 suggests giving peer feedback sessions additional time and giving students specific instructions for giving useful input Additionally, they promote peer groups' cooperation in order to increase its efficiency
T5 advises establishing precise criteria for feedback, teaching students how to offer constructive criticism, and developing a feedback-valued classroom atmosphere They also stress how crucial it is to motivate students to be detailed and critical in their evaluations
4.2.2.1 EFL students' perceptions and practices of using peer feedback to teach English writing
According to Student 1(S1), peer feedback should be used about once per week They have changed from being initially uncomfortable with hearing constructive criticism to now recognizing it as a tool for learning, and they believe peer input to be beneficial in enhancing their writing abilities
According to Student 2 (S2), peer criticism needs to be used about every two weeks They attribute their increased awareness of their errors and knowledge of how to remedy them to peer input When they first got constructive criticism, they used to get defensive, but now they see it as a chance to improve
Student 3 (S3) thinks peer review should be utilized quite frequently, around once per week They are now more detail-oriented and critical of their own work as a result of peer input They accept constructive criticism well and see it as a necessary step in the process of developing their writing
Findings from the classroom observation
In this study, the researcher took the place of 3 observers who gave peer criticism without participating The instructor encounters problems in each meeting as a result of the scenario, the facts, the students' answers, and the method's application, which was noticed by the researcher The outcomes of each meeting are listed below:
Peer feedback was utilized in a 10th-grade English writing class, focusing on the topic "Images from a Music Event: Sharing Personal Experiences." A variety of engaging classroom exercises were employed to enhance writing skills and encourage expressive storytelling To ensure that students understood the goals and purpose of the peer feedback session within the context of sharing their music event experiences through vivid imagery, the instructor provided clear instructions
The instructor proceeded to offer students examples of successful feedback, featuring narratives rich in descriptive language, motivating them to provide insightful criticism and support to their peers The emphasis was on crafting a compelling story and using descriptive language to enable readers to vividly visualize the events The instructor closely supervised student participation during the peer feedback session, ensuring that discussions fostered imagination and the effective use of imagery in writing They remained available to offer guidance and assistance to students struggling to adequately convey their experiences at music events through imagery
By balancing teacher and peer criticism, the instructor facilitated students' development as expressive writers, allowing them to benefit from diverse perspectives Students actively engaged in the peer feedback process, offering insightful criticism on their peers' narratives, with a particular focus on how imagery was used to describe music event experiences Peer evaluation aimed to enhance the use of descriptive and evocative language, encouraging peers to evoke vivid mental images that accurately reflected their experiences
Following feedback, students initiated edits with the goal of transforming their experiences into captivating stories that vividly portrayed the emotions and sights from the musical performance Self-assessment and reflection played a crucial role as students evaluated their ability to employ imagery effectively and assessed how well their writing captured the essence of their musical event experiences
Group conversations facilitated in-depth narrative research, allowing students to share personal accounts of music-related events and generate ideas for improving imagery Students enthusiastically sought explanations when receiving feedback that questioned or criticized their use of imagery, fostering an environment of open communication and collaborative learning
The instructor carefully monitored students' active engagement during the assessment phase, ensuring a stimulating and enjoyable environment for peer feedback, especially in promoting the use of imagery Providing feedback on students' writing, the instructor highlighted how they employed imagery to vividly describe music event experiences and the emotional impact on readers Overall, the instructor assessed each student's participation in the peer feedback process, considering their ability to implement criticism and improve imagery in their narratives
Beyond honing writing skills, this organized application of peer evaluation nurtured artistic expression, imaginative usage, and group learning
It equipped students with the tools to create gripping stories that vividly depicted their experiences, allowing them to communicate their music event experiences in a way that profoundly impacted readers and elevated the power of storytelling
Peer feedback was utilized in an English writing class for 11th graders, focusing on the subject of "Cities of the Future" through various engaging classroom activities As students delved into the futuristic concept of future cities, the instructor played a pivotal role in guiding the process, initiating it with clear instructions to outline the purpose and goals of the peer feedback session Sample essays exploring urban planning, sustainability, and technology integration were employed by the instructor to demonstrate effective feedback techniques
Throughout this exploration, the instructor underscored the importance of uniqueness, encouraging students to employ their imagination and think beyond conventional boundaries Actively monitoring student participation during the peer feedback session, the teacher facilitated debates that stimulated original ideas and solutions for future cities Simultaneously, the instructor remained accessible to provide guidance and assistance to students grappling with understanding or implementing feedback Balancing their own input with that of peers, the instructor maintained an environment conducive to balanced feedback, fostering the development of students as independent and thoughtful writers while exposing them to a diversity of perspectives
From the students' perspective, active engagement was crucial They fully participated in the peer feedback process, offering insightful and helpful input on essays centered around the intriguing theme of future cities Aligned with the futuristic context, this feedback encompassed aspects such as sustainability, technological advancement, and urban planning Post receiving peer criticism, students initiated creative edits to enhance the depth and originality of their writing Self-evaluation and reflection became integral as students considered their imaginative exploration of the subject against the standards of a futuristic metropolis
As students shared their ideas for futuristic cities, collaboration and ideation became the norm, fostering a lively exchange of creative visions They actively sought clarification when presented with feedback that challenged their understanding, nurturing honest communication and collaborative learning
The teacher meticulously monitored each student's active engagement and contribution to a positive, creative environment during the assessment phase Feedback provided focused on how well students explored and depicted the concept of future cities Overall participation in the peer feedback process was evaluated, considering how effectively students utilized the input and developed their creative thinking while envisioning the urban landscapes of the future
Peer critique, administered in a controlled manner within the framework of "Cities of the Future," not only honed writing skills but also ignited creative thinking, in-depth analysis, and teamwork It equipped students with the tools to conceptualize, articulate, and refine innovative concepts for future urban environments, fostering a profound understanding of the intricate opportunities and challenges that urbanization may present
The integration of peer feedback within the context of the
"Advantages and Disadvantages of Green Energy" theme in a 12th-grade English writing class involved a meticulously planned series of in-class exercises aimed at enhancing students' comprehension of the subject and refining their writing skills The instructor played a pivotal role in guiding this process, initiating it with clear instructions that outlined the purpose and relevance of the peer feedback session within the exploration of the intricate world of green energy Model essays, delving into different aspects of green energy and illustrating how to assess its benefits and drawbacks, were employed to demonstrate effective feedback
Summary
The study delved into teachers' and students' perspectives on peer feedback in English as a Lingua Franca (ELF) writing classes, exploring both perceptions and practices Teachers exhibited diverse approaches, with some integrating peer feedback consistently and others opting for occasional use due to time constraints Despite concerns about time and quality, teachers acknowledged the benefits of peer feedback in enhancing critical thinking and writing skills Students, while expressing varying opinions on the frequency of peer feedback, generally viewed it as valuable for error identification, grammar improvement, and brainstorming Interviews revealed a common shift in students' attitudes towards constructive criticism Classroom observations showcased structured approaches across different grades, emphasizing not only improved writing skills and critical thinking but also collaborative learning practices through peer feedback sessions The study underscored the importance of well-organized peer review procedures for maximizing the educational benefits of peer feedback in ELF writing classes.
CONCLUSION AND IMPLICATIONS
Conclusion
The purpose of this study was to investigate teachers' and students' perceptions of peer feedback in ELF writing In order to achieve this purpose, the following specific questions were raised in the study:
1 What are teachers’ and students’ perceptions about the advantages and disadvantages of peer feedback in English writing?
2 How are teachers and students’ practices of using peer feedback in English writing?
The main findings showed that instructors and students had an overall favorable opinion of using peer feedback in the ELF writing process Instructors recognized the advantages of peer review, highlighting how it may help students enhance their critical thinking, teamwork, and skill sets Students acknowledged the importance of constructive criticism in improving their writing abilities and reciprocated by expressing gratitude for the variety of viewpoints provided by their classmates Although there were some difficulties, including differences in language skills and cultural backgrounds, peer feedback was generally regarded as having more benefits than drawbacks The study also offered helpful recommendations for improving peer feedback procedures, stressing the significance of precise instructions, productive dialogue, and creating a welcoming learning atmosphere
These findings show the benefits of peer feedback for students' learning experiences and skill development, which might be helpful information for teachers who want to improve its integration in ELF writing classes
Through the analysis of the data from the questionnaire, interviews and observations the research results enable the researcher to draw the conclusions which are briefly presented as follows:
Teachers used a variety of strategies to include peer review in their English writing workshops Some instructors used it every week because they saw it as an essential component of their teaching technique, but others who were time-constrained opted to use it less frequently, like once every two weeks or even once a month But one thing these educators had in common was their steadfast faith in the value of peer review Peer feedback encourages active learning and gives students a new perspective on their work, they all agreed This procedure stimulates critical thinking, self-improvement, and useful evaluative abilities
The instructors agreed that peer feedback has advantages and disadvantages, despite their general support for it They emphasized the variances in the caliber of feedback given by students, which was frequently based on their capacity to deliver constructive criticism Teachers also mentioned that if the procedure wasn't well controlled, it can take a while
Teachers highlighted certain prevalent problems in the context of implementation concerns One common issue was students' initial hesitation to criticize their friends, which was brought on by shyness or worry about endangering peer ties Another difficulty was keeping students' attention during feedback sessions so they could stay on topic and contribute useful information
Teachers suggested a variety of ideas to increase the potency of peer input They suggested creating defined evaluation criteria, providing training on how to provide constructive criticism, and establishing explicit standards for feedback In order to reduce prejudice and promote variety in the comments given, several professors also promoted the regular switching of peer groups
The high school students provided a variety of viewpoints on how often peer criticism should be given in English writing classrooms While some preferred weekly meetings, others thought once every two weeks would do, and a few even recommended monthly occurrences Despite these disparities, the students all agreed that receiving peer input helped them become better writers They claimed that it helped them become more cognizant of their errors and showed them how to grow from them Some acknowledged that they originally felt anxious or defensive when they were given constructive criticism, but with time they learned to value it as a chance for personal development
Additionally, they frequently discussed the challenge of finding a balance between providing helpful criticism and without offending their colleagues Another difficulty they frequently encountered was finding the appropriate words to express their ideas clearly They also emphasized the difficulty of being critical without seeming unkind or nasty
The students provided their opinions and suggestions to improve the efficiency of the peer feedback procedure They emphasized the necessity of training sessions on how to offer constructive criticism successfully and the significance of clear criteria for feedback Specific evaluation criteria and real-world examples were seen to be effective methods for enhancing the peer feedback process During peer feedback sessions, students also mentioned the need for more time to guarantee thorough and helpful evaluations
In conclusion, the study showed that both teachers and students understood the value of peer review in English writing programs This instructional approach is crucial for improving writing abilities, critical thinking, and self-improvement Both groups provided useful and doable proposals to increase the efficacy of peer feedback while understanding the inherent constraints and difficulties.
Implications
School administrators should understand the value of peer feedback in strengthening students' English writing abilities and encouraging autonomous learning, with the following implications for educators School administrations can set up professional development courses to provide teachers the tools they need to oversee and improve peer feedback systems Additionally, instructors ought to be inspired to share their best practices and peer feedback experiences in order to build a collaborative learning community inside their schools Additionally, administrators should set aside time for instructors to interact and discuss their successes and setbacks, allowing them to improve their methods as a group Furthermore, schools may make investments in the right infrastructure and technology to support the peer feedback process, making sure it is quick and easy
EFL teachers may learn numerous crucial insights from this research, which has implications for them They should acknowledge that peer feedback is a crucial tool for helping students improve their writing and critical thinking abilities Regular peer feedback techniques in the classroom should be implemented and improved by teachers They may incorporate formal training into their lesson plans on how to give constructive feedback, establish clear rules, and create evaluation criteria Students' capacity to offer insightful comments to their peers can be improved as a result A secure and encouraging classroom environment where students feel comfortable giving and receiving feedback should be actively created by teachers Teachers should also be attentive to the difficulties students have when engaging in peer feedback sessions
The implications for material designers are significant since they help create tools for peer feedback in EFL writing programs To make the feedback process easier, they should provide resources that are tailored to the individual requirements of instructors and students and provide clear instructions, training modules, and examples The creation of resources that address the various frequency of peer feedback indicated by both instructors and students should be a priority for material designers This provides educators the freedom to modify materials to fit their own circumstances
The research has ramifications for the larger educational community Contributions to Pedagogy These results can serve as motivation for educators and researchers to investigate cutting-edge pedagogical strategies and resources that enhance the advantages of peer feedback in EFL writing programs This might entail creating digital platforms and tools with features like automated evaluation and peer group administration that expedite the peer feedback procedure Researchers can also go more deeply into the psychological components of peer feedback by examining how the procedure affects students' motivation, self-esteem, and growth in critical thinking abilities These advances may contribute to a more effective and student- centered educational environment in EFL situations by enhancing the pedagogical landscape and improving the peer feedback procedure in English writing courses.
Limitations of the study
There are several restrictions on the study to be aware of First of all, its generalizability was constrained by its concentration on a particular population of high school pupils and instructors A more complete picture may be offered by diversifying the participants' educational backgrounds and levels of schooling
Second, it depended on interviewee self-reported data, which might be biased Reliability could be improved by combining qualitative and quantitative approaches Future research may examine the effects of cultural and contextual elements, which were not examined in this study
Furthermore, the effect of peer criticism on writing ability was not specifically measured in the study Longitudinal analyses could offer more convincing evidence
Finally, it didn't discuss how technology affects peer feedback Future study should concentrate on the impact of technology on education given its growing use in the sector These restrictions point to areas that require more research
Based on the limitations stated above, some issues in this thesis paper that require further investigation:
A holistic approach to future research in the area of peer feedback in EFL writing may be beneficial The creation of culturally sensitive tactics would be made possible by cross-cultural comparative research that reveals how cultural quirks influence peer feedback's efficacy and perceptions Studies that follow students over time would shed light on how the benefits and difficulties of peer feedback change as they go through various academic levels A comprehensive knowledge of peer feedback's applicability would result from investigating how it affects writers of different writing genres and language proficiency levels It would be easier to create collaborative learning settings if teachers and students looked into creating efficient peer feedback systems Additionally, training methods could be improved by evaluating feedback training programs for both teachers and students Peer feedback's influence might be maximized by looking at the time, frequency, and phases of the writing process Comparative studies of peer review technologies might help teachers choose the best platforms Last but not least, using mixed- method study designs would offer a thorough understanding of the complex nature of peer feedback, assisting in its continual development and refinement in EFL writing instruction
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Zhang, S., & Hyland, F (2018) Teachers' perceptions of peer feedback on writing: An assessment decision Assessing Writing, 37, 11-20
This questionnaire is designed with the aim to investigate ―Teachers and students’ perceptions and practices of peer feedback in the EFL writing process"
All the data collected in this questionnaire are only for the purpose of the research Your answers will be kept confidential Please take a few minutes to complete this form I am grateful for your contribution
Definition: Peer feedback is an activity of students receiving feedback from other students The students receive their friends’ work and then review it and give comments or suggestions on it (Richards and Schmidt,2002)
3 How long have you been teaching English?
4 How often do you use peer feedback in teaching English writing?
Please express your thoughts by putting an X in the box that best describes you
ONLY circle ONE NUMBER for each statement
Disag ree Disag ree Neutr al Agree
Teachers’ perceptions and practices of the advantages of peer feedback
1 Peer feedback helps students learn from each other about editing, revising, communicating skills
2 Peer feedback encourages students to consider different perspectives and writing styles
3 Peer feedback helps students foster a mindset, brainstorming
4 Peer feedback enhances students' understanding of grammar and language usage in their writing
5 Peer feedback in English writing class promotes critical thinking and analytical skills
Teachers’ perceptions and practices of the disadvanta ges of peer feedback
6 Peer feedback can be confusing for students, and they might not always understand what their classmates are saying
7 There may be issues with the quality of feedback, as some students may not provide helpful comments to their peers
8 Peer feedback can take up a significant amount of class time, which might be a limitation
9 Students may not always take peer feedback seriously
10 Peer feedback might make students unconfident
What are the suggestions for EFL teachers to use peer feedback in English writing class effectively?
This questionnaire is designed with the aim to investigate
―Teachers and students’ perceptions and practices of peer feedback in the EFL writing process"
All the data collected in this questionnaire are only for the purpose of the research Your answers will be kept confidential Please take a few minutes to complete this form I am grateful for your contribution
Definition: Peer feedback is an activity of students receiving feedback from other students The students receive their friends’ work and then review it and give comments or suggestions on it (Richards and Schmidt,2002)
Please express your thoughts by putting an X in the box that best describes you
ONLY circle ONE NUMBER for each statement
Disag ree Disag ree Neutr al Agree
Students’ perception s and practices of the advantages of peer feedback
1 Peer feedback helps me know how to find and fix writing mistakes
2 Peer feedback makes me know more writing styles
3 Peer feedback gives opportunities to get different opinions for my friends to improve my brainstorming ability
My friends and I can help each other to understand grammar deeply through peer feedback
In English writing classes, peer review fosters analytical and critical thinking abilities
Students' perception s and practices of the disadvanta ges of peer feedback
6 I don't always know how to explain
7 I'm not always sure if my friends' suggestions will make my writing better
8 It takes me too much time to give feedback to my friends
9 My friends don't know how to give feedback for my writing
0 Peer feedback can make me feel self-conscious about my writing
What are the suggestions for EFL students to use peer feedback in English writing class effectively?
The purpose of this observation is to assess the implementation of peer feedback in teaching English writing and also to find out the problems faced by the teacher in the English teaching and learning process The activities will be marked in the category of YES/NO on the basis of whether they happen or not in the classroom
Numbers of students in the class:
1 Teacher’s activities Yes No Notes
1.1 Provides clear instructions on the peer feedback process
1.2 Models how to give constructive feedback effectively
1.3 Ensures that students understand the purpose and goals of peer feedback
1.4 Monitors students' engagement during the peer feedback session
1.5 Offers guidance and support to students who encounter difficulties during peer feedback
1.6 Balances teacher feedback and peer feedback appropriately
2.1 Actively participate in peer feedback
2.2 Provide feedback to their classmates
2.3 Incorporate received feedback into their writing revisions
2.4 Engage in self-assessment and reflection on their writing
2.5 Collaborate and discuss writing ideas with peers
2.6 Seek clarification when they don't understand the feedback received
3.1 Teacher follows up on students’ participation and activities
3.2 Teacher gives feedback on the students’ work
1 How often do you use peer feedback in English writing class?
2 Do you think that peer feedback should be used by teachers in English classes? Yes or no Explain your answer
3 In your view, are there any limitations of peerfeedback?
4 What problems occur during the implementation of peer feedback in teaching writing skill?
5 What are your suggestions for using peer feedback more effectively?
1 How often do you think peer feedback should be used in English writing classes?
2 Do you think peer feedback has helped you improve your writing skills? Why or why not?
3 How do you feel when receiving constructive criticism from your peers?
4 What do you find challenging about providing feedback to your peers?
5 What would make the peer feedback process more effective in your opinion?
1 How often do you use peer feedback in English writing class?
→ I use peer feedback quite frequently, at least once a week It's an integral part of my teaching approach
2 Do you think that peer feedback should be used by teachers in English classes? Yes or no Explain your answer
→ Absolutely, yes Peer feedback not only encourages active learning but also helps students gain a fresh perspective on their writing It's an essential tool in fostering self-improvement
3 In your view, are there any limitations of peer feedback?
→ Well, sometimes the feedback quality can vary based on the students' abilities to provide constructive criticism Also, it can be time- consuming if not managed properly
4 What problems occur during the implementation of peer feedback in teaching writing skill?
→ One common issue is reluctance among some students to critique their peers, either due to shyness or concerns about peer relationships Maintaining focus and ensuring students stay on task can also be challenging
5 What are your suggestions for using peer feedback more effectively?
→ To make it more effective, I'd advise setting clear guidelines for feedback, training students on how to give constructive criticism, and providing specific criteria for assessment Regularly rotating peer groups can also help reduce bias and promote diversity in feedback
1 How often do you use peer feedback in English writing class?
→ I use peer feedback about once every two weeks, as it allows students time to work on their writing before peer evaluation
2 Do you think that peer feedback should be used by teachers in English classes? Yes or no Explain your answer
→ Yes, absolutely Peer feedback promotes active learning and provides students with a chance to see different perspectives, which is crucial for writing improvement
3 In your view, are there any limitations of peer feedback?
→ One limitation is that not all students are comfortable giving or receiving feedback It can also be challenging to ensure the feedback provided is specific and helpful
4 What problems occur during the implementation of peer feedback in teaching writing skill?
→ Encouraging students to give constructive feedback can be tricky, and sometimes they struggle to find the right words Also, there's the issue of students not taking peer feedback seriously
5 What are your suggestions for using peer feedback more effectively?
→ I'd recommend setting clear guidelines for feedback, emphasizing the importance of constructive criticism, and providing training sessions Additionally, creating a supportive classroom culture where students feel safe giving and receiving feedback is crucial
1 How often do you use peer feedback in English writing class?
→ I use peer feedback regularly, typically once a week It's an essential part of my teaching strategy
2 Do you think that peer feedback should be used by teachers in English classes? Yes or no Explain your answer
→ Yes, without a doubt Peer feedback encourages active learning, improves writing skills, and helps students become more critical readers
3 In your view, are there any limitations of peer feedback?
→ A potential limitation is students sometimes providing vague or overly positive feedback, which may not help their peers improve Ensuring the quality of feedback is crucial
4 What problems occur during the implementation of peer feedback in teaching writing skill?
→ Sometimes, there's a lack of focus among students during peer feedback sessions, which affects the quality of feedback Also, it can be time- consuming
5 What are your suggestions for using peer feedback more effectively?
→ My suggestion is to set clear criteria for feedback, train students on effective feedback techniques, and encourage them to be specific and critical Maintaining a structured feedback process can help improve its effectiveness
1 How often do you use peer feedback in English writing class?
→ I use peer feedback sporadically, perhaps once a month It's not as frequent as I'd like it to be due to time constraints
2 Do you think that peer feedback should be used by teachers in English classes? Yes or no Explain your answer
→ Yes, I do believe it should be used While I use it less frequently, I recognize its value in promoting independent learning and critical thinking
3 In your view, are there any limitations of peer feedback?
→ One limitation is that students sometimes struggle with providing in-depth feedback, and they may not always feel comfortable offering constructive criticism
4 What problems occur during the implementation of peer feedback in teaching writing skill?
→ A common problem is students not taking peer feedback sessions seriously, leading to superficial or overly positive comments Managing time during these sessions can also be challenging
5 What are your suggestions for using peer feedback more effectively?
→ My suggestion is to allocate more time for peer feedback sessions and provide students with clear guidelines for effective feedback Encouraging peer groups to work collaboratively can also help improve its effectiveness
1 How often do you use peer feedback in English writing class?
→ I use peer feedback regularly, at least once a week It's an important part of my teaching approach
2 Do you think that peer feedback should be used by teachers in English classes? Yes or no Explain your answer
→ Yes, I strongly believe in its value Peer feedback not only promotes active learning but also teaches students to evaluate their work critically
3 In your view, are there any limitations of peer feedback?
→ One limitation is that students can sometimes feel uncomfortable providing constructive criticism to their peers, and there's a risk of receiving vague feedback
4 What problems occur during the implementation of peer feedback in teaching writing skill?
→ One common problem is students not taking the feedback process seriously, which can result in superficial or overly positive comments Managing time during these sessions can also be a challenge
5 What are your suggestions for using peer feedback more effectively?
→ I'd recommend setting clear criteria for feedback, training students on how to provide constructive criticism, and creating a classroom culture that values feedback Encouraging students to be specific and critical in their assessments is key
1 How often do you think peer feedback should be used in English writing classes?
→ I believe peer feedback should be used quite regularly, maybe once every week
2 Do you think peer feedback has helped you improve your writing skills? Why or why not?
→ Yes, I think it has When my peers point out my mistakes, it helps me become a better writer
3 How do you feel when receiving constructive criticism from your peers?
→ I used to feel a bit nervous, but now I appreciate it It's how I learn to do better
4 What do you find challenging about providing feedback to your peers?
→ Sometimes, it's hard to point out the problems without hurting their feelings
5 What would make the peer feedback process more effective in your opinion?
→ If we had more specific guidelines on how to give feedback, it would be more helpful
1 How often do you think peer feedback should be used in English writing classes?
→ I think once every two weeks would be a good frequency for peer feedback
2 Do you think peer feedback has helped you improve your writing skills? Why or why not?
→ Yes, I believe it has helped me become more aware of my mistakes and how to fix them
3 How do you feel when receiving constructive criticism from your peers?
→ I used to feel a bit defensive, but now I see it as a chance to grow
4 What do you find challenging about providing feedback to your peers?
→ Sometimes, I struggle with finding the right words to express what
5 What would make the peer feedback process more effective in your opinion?
→ If we had some training or examples on how to give feedback, it would be more useful
1 How often do you think peer feedback should be used in English writing classes?
→ I believe peer feedback should be used quite regularly, like once a week
2 Do you think peer feedback has helped you improve your writing skills? Why or why not?
→ Yes, it's made me more critical of my own work and more attentive to details
3 How do you feel when receiving constructive criticism from your peers?
→ I feel fine It's just part of the process of getting better at writing
4 What do you find challenging about providing feedback to your peers?
→ Sometimes, it's hard to be critical without sounding harsh
5 What would make the peer feedback process more effective in your opinion?
→ If there were clear criteria for feedback and some examples, it would be even better
1 How often do you think peer feedback should be used in English writing classes?
→ I think about once a month would be a good frequency for peer feedback
2 Do you think peer feedback has helped you improve your writing skills? Why or why not?
→ Yes, it's helped me see my mistakes and learn from them
3 How do you feel when receiving constructive criticism from your peers?
→ I used to feel a bit hurt, but now I see it as a chance to do better next time
4 What do you find challenging about providing feedback to your peers?
→ Sometimes, it's hard to be honest without being too critical
5 What would make the peer feedback process more effective in your opinion?
→ If we had more time during the sessions and specific guidelines on how to give feedback, it would be better
1 How often do you think peer feedback should be used in English writing classes?
→ I believe peer feedback should be used quite often, maybe once a week
2 Do you think peer feedback has helped you improve your writing skills? Why or why not?
→ Yes, it has It makes me more aware of my writing issues, and I learn from them
3 How do you feel when receiving constructive criticism from your peers?
→ I feel good about it It's how I get better at writing
4 What do you find challenging about providing feedback to your peers?
→ Sometimes, I struggle with providing specific feedback instead of general comments
5 What would make the peer feedback process more effective in your opinion?
→ If we had more specific criteria and guidelines for giving feedback, it would be more helpful
OF PEER FEEDBACK IN EFL WRITING PROCESS
Field: Theory and Methodology of English Language
A SUMMARY OF MASTER THESIS IN ENGLISH
Supervisor: Bui Thi Dao, PhD
Examiner 1: Assoc Prof Dr Nguyen Thi Thu Hien Examiner 2: Dr Vo Duy Duc
This thesis will be orally defended to the Examining Committee at the University of Quy Nhon on 24th November, 2023.
The original of the thesis is accessible for the purpose of reference at:
- Library of Quy Nhon University