TABLE OF CONTENTS
LISTS OF TABLES
LISTS OF FIGURES
LISTS OF APPENDICES
CHAPTER 1: INTRODUCTION
1.1. The rationale of the study.
1.2. Aims of the study and research questions
1.3. Scope of the study
1.4. Significance of the study
1.5. Methods of the study
1.6. Organization of the study
CHAPTER 2: LITERATURE REVIEW
2.1. Definitions of peer feedback
2.2. Types of feedback to students’ writing
2.2.1. Teacher’s feedback
2.2.2. Self-assessment
2.2.3. Peer feedback
2.3. Advantages and disadvantages of doing peer written feedback in the teaching and
learning of writing
2.3.1. Advantages of doing peer written feedback in the teaching and learning of writing
2.3.2. Disadvantages of doing peer written feedback in the teaching and learning of
writing.
2.4. Guiding principles for effective peer written feedback
2.4.1. Pre-peer written feedback
2.4.2. During peer written feedback
2.4.3. After peer written feedback
2.5. Summary
CHAPTER 3: THE METHODOLOGY
3.1. The current situation of teaching and learning writing at HUBT
3.2. The participants
3.3. Instrumentation
3.4. Data collection procedure
3.5. Data analysis procedure
3.6. Summary
CHAPTER 4: DATA PRESENTATION AND DISCUSSION
4.1. Teachers’ perception of student written feedback
4.1.1. Teachers’ perception on the advantage of students’ written feedback
4.1.2. Teachers’ perception on the disadvantage of students’ written feedback
4.2. Students’ perception on peer written feedback
4.2.1. Students’ perceived difficulties in indicating the mistakes in their peers’ writing
4.2.2. Students’ perceived difficulties in providing suggestions for the mistakes in their
peers’ writings
4.2.3 Students’ perception on the advantage of peer written feedback
4.2.4. Students’ perception on the disadvantage of peer written feedback
4.3. Improvement of students’ writing after receiving peer written feedback
4.4. Implications of using peer written feedback in improving teaching and learning
writing skill
4.5. Summary
CHAPTER 5: CONCLUSION
REFERENCES