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A study on peer feedback activities in writing classes at Quang Binh university

This research aims to explore students’ perceptions of peer feedback in English writing classes at Quang Binh University (QBU). In addition, it examines the reality of using peer feedback activities in some English writing classes and seeks solutions in order to improve peer feedback’s efficiency as well as students’ writing ability in English writing classes at QBU. | A STUDY ON PEER FEEDBACK ACTIVITIES IN WRITING CLASSES AT QUANG BINH UNIVERSITY LE THI THUAN 1, TRUONG VIEN 2 1 Quang Binh University 2 University of Foreign Languages, Hue University Abstract: This research aims to explore students’ perceptions of peer feedback in English writing classes at Quang Binh University (QBU). In addition, it examines the reality of using peer feedback activities in some English writing classes and seeks solutions in order to improve peer feedback’s efficiency as well as students’ writing ability in English writing classes at QBU. The mixed method was used in this study. Data were collected from questionnaires with 70 students and semi-structured interviews with five English students in three English writing classes at QBU. Results of the study show that English - major students at QBU had positive attitudes toward the peer feedback' benefits in writing classes; especially when it helped learners to learn from their friends' mistakes and think critically. However, in reality, there were still some limitations in employing peer feedback activities at QBU. The findings also indicate some difficulties when conducting this technique such as students’ English proficiency, students’ cooperation, teacher guideline and motivation, time to organized peer feedback activities. Keywords: peer feedback, improving, writing ability 1. INTRODUCTION In English writing teaching, there are a lot of ways to give feedback and assess the students' writings such as teacher feedback, peer feedback or self-feedback. Peer feedback is the way to let students gives feedback to each other’s work. It is defined as a collaborative activity involving reading, critiquing and giving feedback on others’ writing to facilitate writing competence through mutual scaffolding (Hu, 2005; Tsui & Ng, 2000; Zhu, 2001). Each student receives a few pieces of work produced by their peers and gives feedback to them. By doing so, each student receives the feedback given to their work .