An investigation into using peer feedback in project based learning for eighth graders in danang lower secondary schools

THE UNIVERSITY OF DANANG
UNIVERSITY OF FOREIGN LANGUAGE STUDIES

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NGUYỄN LÊ NHƯ QUỲNH

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AN INVESTIGATION INTO USING PEER
FEEDBACK IN PROJECT-BASED LEARNING FOR

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EIGHTH GRADERS IN DANANG LOWER
SECONDARY SCHOOLS

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English Language Teaching
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Major
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MASTER THESIS IN EDUCATIONAL STUDIES
(A SUMMARY)

Da Nang, 2022


This thesis has been completed at University of Foreign Language
Studies, The University of Da Nang

Supervisor: NGUYEN THI HUYNH LOC, Ph.D.

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Examiner 1: HUYNH ANH TUAN, Ph.D

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Examiner 2: LE THI GIAO CHI, Ph.D

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-The University of Da Nang

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The thesis was be orally defended at the Examining Committee
Time:
Venue: University of Foreign Language Studies

This thesis is available for the purpose of reference at:
- The University of Da Nang – The center for Learning Information
Resources and Communication
- Center for Information Technology and Learning Resources, University of
Foreign Language Studies –The University of Da Nang


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Chapter One
INTRODUCTION

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1.1. Rationale
More and more people are studying English as a second
language or a foreign language, that is the reason why improving and
enhancing the English teaching methods becomes a remarkable topic

of researchers.
In terms of English language teaching, with the presence of
Communicative Language Teaching (CLT), schools or institutions of
secondary education have been making a lot of attempts to give
learners many opportunities to access to communicative learning as
well as develop soft skills including team work, problem-solving
(Casner-Lotto & Barrington, 2006). However, with the traditional
learning and teaching methods, where teachers are “the transmitter of
the knowledge” while students act as “the receptor of the
information” (Alorda, Suenaga, & Pons, 2011, p.1876), it is difficult
to increase learners’ actual target language use for communicative
purposes. One effective way to reach this target is project-based
learning (PBL). PBL is a learning process in which learners
participate in individual or teamwork projects to work with their
partners to create the final product.
In Vietnam, in recent years, one of significant breakthroughs
is the introduction of lessons “Project” in English textbooks for
secondary students with the aim to promoting the interaction as well
as communication in English. Many efforts are made to integrate
communicative language teaching in schools, specifically, in Danang
city, English teachers at secondary schools have been applying
positively numerous approaches when teaching Projects to improve
student’s learning. Nevertheless, one arising challenge English
teachers in Danang city are facing is assessing students’ performance
through Projects.

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Peer feedback (PF) is used as a means of assisting the
process of assessment effectively and creating a cooperative learning
environment. There have been many researches related to the
application of peer feedback into developing writing skill, speaking
skill and project-based learning, but mostly for undergraduates at
universities. Limited attention has been paid to secondary students
when considering giving peer feedback in project-based learning.
Such above reasons have urged me to carry out this research paper
entitled “An investigation into using peer feedback in projectbased learning for eighth graders in DaNang lower secondary
schools” to examine how students evaluate their peers in PBL as
well as difficulties of students during the process of using peer
feedback and how to apply peer feedback in PBL effectively.
1.2. Aim and Objectives
1.2.1. Aim

This study aims to (i) investigate the application of peer feedback in
project-based learning of the grade 8 students of secondary schools
in Da Nang city (ii) identify difficulties while using peer feedback in
team projects for the eighth grade students of secondary schools in
Da Nang city.
1.2.2. Objectives
The objectives of the study are:

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Investigate the current reality of using peer feedback in PBL
for the eighth grade students of secondary schools in Da
Nang city.

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Explore how peer feedback is conducted in PBL for the

eighth grade students of secondary schools in Da Nang city.

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Identify problems while using peer feedback in team projects
for the eighth grade students of secondary schools in Da
Nang city.
1.3. Research Questions


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How is peer feedback applied in PBL for the eighth-grade
students of secondary schools in Da Nang city?

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What are some difficulties students meet when giving peer
feedback in PBL?
1.4. Significance of the Study
There have been limited research conducted on Peer feedback in
English classrooms in Vietnam, so the findings of the research can
bring some benefits. Peer feedback can be an effective method of
assessment that teachers should apply into project-based teaching. In

addition, implementing giving feedback to assess quality of their
fellow students’ work, students can learn how to support one another
as well as self-assess based on teacher’s criteria. Finally, the study
can be used as a reference for those who would like to do more
research into this field in the future.
1.5. Scope of the Study
In the scope of the study, the research is confined to
investigating application of peer feedback in PBL of the eighth
grade students at some secondary schools (FPT, Tay Son, Trung
Vuong secondary school) in Da Nang.
1.6. Organization of the Study
This thesis spreads out as follows:
Chapter One: Introduction
Chapter Two: Literature Review and Theoretical Background
Chapter Three: Research Methods
Chapter Four: Findings and Discussion
Chapter Five: Conclusion

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Chapter Two
LITERATURE REVIEW AND THEORETICAL
BACKGROUND

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2.1. THEORETICAL BACKGROUND OF PROJECT-BASED
LEARNING
Project-based Learning (PBL) in class reinforces a solid
relationship among teammates as well as stimulates collaboration
among students. This is a good chance for them to talk more, to share
their thoughts about the works of peers and to develop their
teamwork skills. One of the useful assessment tools needed in PBL is
peer feedback. Through peer feedback, students have the right to
evaluate their mates’ work as the way the teacher did.
2.1.1 Definition of Project-Based Learning (PBL
According to Holbrook (2007), PBL is a model for classroom
activity that shifts away from the usual classroom practices of short,
isolated, lecturer-centered lessons. PBL learning activities are longterm, interdisciplinary, student-centered, and integrated with realworld issues and practices.
Vygotsky (1978) also stated that the PBL approach is an “indepth investigation of a real-world topic worthy of children’s
attention and effort.” Hence, field trips, experiments, model building,
posters, and the creation of multimedia presentations are sample
activities within PBL where students with differing learning styles
demonstrate their knowledge by means of inquiry.

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2.1.2 Types of PBL
In designing PBL, the project can be classified into different
types or categories. It is as proposed by Henry, as cited from Sawsan
(2014) as follows:
The first one is structured projects. In this case, the teacher


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determines and organizes in terms of the topic, materials,
methodology and presentation. It has the following characteristics:
the topic is selected by the teacher as well as the methods for
collecting and analyzing the information.

The second is semi-structured project. Accordingly, the project
is defined and organized in part by the teacher and in part by
students. The teacher defines the general topic of the project, but the
students have full authority to choose their own topic as well as the
way they accomplish the information and the project.
The last one is unstructured projects. The project is defined and
organized largely by the students themselves. Hence, the students
have full authority in terms of choosing the topic, materials,
methodology and presentation.
2.1.3 Principles of PBL
Poonpon (2014) highlighted five important principles of PBL as
follows:
- PBL projects are central, not peripheral to the curriculum;
- PBL projects are focused on questions or problems that drive
students to encounter and struggle with the central concepts and
principles of a discipline;
- Projects involve students in a constructivist investigation;
- Projects are student-driven to some significant degree;
- Projects are realistic, not school-like.
2.1.4 Benefits of PBL in English teaching
In fact, PBL has several benefits in second and foreign language
settings. Fried-Booth (2002) states that the process leading to the
end-product of project-work provides opportunities for students to
develop their confidence and independence. The students
demonstrate increased self-esteem, and positive attitudes toward
learning. Skehan (1998) argues that this process can help to enhance
students’ autonomy especially when they are actively engaged in

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project planning. Autonomous learning is promoted when the
students become more responsible for their own learning.
According to Levine (2004), their language skills can be
improved. The students engage in purposeful communication to
complete authentic activities - tasks with real world relevance and
utility; they thus have the opportunity to use language in a relatively
natural context and participate in meaningful activities which require
authentic language use. The authentic activities can provide the
opportunity for students to examine the task from different
perspectives, enhance collaboration and reflection, and allow
competing solutions and diversity of outcome.
As dealt with in Stoller (2006), PBL provides opportunities for

the natural integration of all four skills of reading, writing, listening
and speaking. Another benefit discussed in the research of Lee
(2002) is that the students have enhanced motivation, engagement
and enjoyment because project work progresses according to the
specific context and students’ interests. From a motivational
perspective, projects being authentic tasks are more meaningful to
students, increase interest, motivation to participate, and can promote
learning. PBL is said to motivate students as they are wholly engaged
in the learning task. Enjoyment and motivation also derive from the
fact that classroom language is not predetermined, but depends on
the nature of the project.
In addition, PBL can develop many helpful skills for the
students. Coleman (1992) discusses a benefit related to students
increased social, cooperative skills, and group cohesiveness.
Adopting PBL projects in the classroom also helps reinforce social
relationships among team members. PBL enhances collaboration
among learners, between learners and the teacher, as well as between
learners and other community members as well. Thus, PBL provides
learners with opportunities to learn collaborative skills, such as

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relying on the work of peers and providing thoughtful feedback to
peers. Making students perform concrete tasks in pairs and groups is
common for foreign languages training; this practice stimulates
cooperation and knowledge exchange amongst students and it
encourages individual students to talk more.
Allen (2004) presents the benefits of PBL pertaining to the
development of problem-solving and higher order critical thinking
skills. These skills are very important, since they are life-long,
transferable skills to settings outside the classroom. This means that
PBL is an innovative approach that employs a different mode of
assessment. Utilizing the PBL approach, learners evaluate
themselves continuously. Assessment is seen as an ongoing, varied
and frequent process involving teacher assessment, peer assessment,
self-assessment, and reflection. To put in a nutshell, PBL is very
beneficial to students in general and those of English in particular.
The question here is what the teacher and students do to maximize
the benefits of PBL.
2.1.5 Steps for implementing a PBL project
Step 1: Students and teacher agree on a theme for the project.
Step 2: Students and teacher determine the final outcome of

the project.
Step 3: Students and teacher structure the project.
Step 4: Teacher prepares students for the demands of
information gathering
Step 5: Students gather information.
Step 6: Teacher prepares students to compile and analyze data.
Step 7: Students compile and analyze information.
Step 8: Teacher prepares students for the language demands of
the final activity
Step 9: Students present the final product.
Step 10: Students evaluate the project.

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2.1 .THEORETICAL BACKGROUND OF FEEDBACK
2.2.1 Formative Assessment Definition
Formative assessment is a term used to denote assessment with
the purpose of informing and improving teaching and learning.
Although formative assessment systems and practices are fairly new,
the roots of the term may be traced back to the 1960s, to distinctions
between formative and summative evaluation (Bloom, 1969;
Scriven, 1967) referring to evaluation of a program. Since the
process of assessment is, as Scriven notes, a single process, i.e.
making a judgement according to standards, goals and criteria,
formative assessment is the same process as summative assessment.
In addition, assessment becomes formative only if it requires
feedback which indicates the existence of a ‘gap’ between the actual
level of the work being assessed and the required standard.
Formative feedback can increase student motivation and self-directed
learning and help them to become self-directed learners. Examples of
formative feedback techniques include many interactive classroom
activities, homework and surveys. Therefore, effective feedback,
effective questioning and effective use of peer and self-assessment
are the key issues in assessment for learning and teachers should
choose an appropriate assessment for their specific purposes in their
classroom to improve their teaching and their students’ learning.
2.2.2 Types of Formative Assessment
There are a number of different types of formative assessment,
but in this paper, the author focuses on some key kinds of formative
assessment including formal, informal assessment and student peer
feedback
2.2.2.1 Formal and Informal Assessment

2.2.2.2 Feedback and Peer feedback
2.2.2.2.1 Definition of Feedback

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Feedback has been defined in several ways. Orrell (2006)
stated that feedback is an essential component in the learning and
explains the gaps in knowledge and understanding, providing for
reflection and development. Feedback at its best is pivotal in the
learning and assessment process. Carless & Boud (2018) also agreed
that peer assessment is a process in which students evaluate or are
evaluated by their peers with an aim to enhancing their work or

learning strategies.
2.2.2.2.2 Types of feedback
Nelson and Schunn (2009) identify three broad types:
motivational where the intention is to influence the beliefs of the
learners and their willingness to participate in the learning activities,
reinforcing where the aim is to reward or to punish and informational
where the aim is to change the performance of the learners.
Federation University of Australia published an article in
the category “Learning and Teaching” in April, 2022. They mention
a range of feedback types including formal, informal, formative,
summative, student peer, student self, constructive feedback, but in
this research, peer feedback is worth taking into consideration to
examine.
2.2.2.2.3 Definition of peer feedback
Feedback provided by equal-status learners, called peer
feedback, can be a solution to meet students’ needs of receiving
frequent feedback to help them improve their learning process
(Gielen, Peeters, Dochy, Onghena, & Struyven, 2010). KU Leuven
research and educational institution defines peer feedback that
feedback is given by one student to another, through comments made
on each other’s work, behavior or performances. Students will do
this based on a prior set of evaluation criteria. When it comes to
Communicative Language Teaching, Liu & Carless (2006) stated
that peer feedback refers to “a communication process through which

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learners enter into dialogues related to performance and standards”
and can be considered as a form of collaborative learning
2.2.2.2.4 Types of peer feedback
This section describes the different types of feedback:
positive and negative feedback, direct and indirect feedback, textbased feedback, and general feedback. Types of feedback will be
discussed, and similarities and differences will be compared, in
particular, the advantages and disadvantages of each type compared
with others will be emphasized.

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 Positive feedback and negative feedback
 Direct feedback and indirect feedback
 Specific feedback and general feedback.
2.2.2.2.5 Feedback Training
Walker (2009) notes that a necessary precondition for a
student to act on a gap is that he/she is given a comment that enables
him/her to do so: the comments must be usable by the student. Lin et

al., (2001) in their study mention that specific and critical PF may
greatly facilitate students in improving their writing skills. Therefore,
teachers should first teach students how to give PF and then allow
them to practice it more frequently. Berg (1999) also emphasizes that
feedback training has a positive impact on both the reviewer and the
person under review, and that for those who receive feedback
training, they are also able to edit their own articles well.
It is the quality, not just the quantity, of feedback that merits
one’s closest attention (Sadler, 1998). Williams (2005) also claims
that PF has a positive influence, if students know how to give
feedback, that is, if they have previously been adequately trained by
a teacher. Carr (2008) mentions that teachers need to provide
students with guidelines (reference list or checklist) that they can
refer to as they consider and evaluate their peers’ written work.

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Besides providing feedback to learners, psychological
preparation is also very important for the success of feedback.
Naumoska (2009) emphasizes that learners must take feedback
seriously and need to be prepared to make credible judgments, not
correct judgments, or just make good judgments so as not to hurt
you.
2.2.2.2.6 Peer Feedback in Project-Based Learning
In the context of project-based learning, peer feedback requires
students to work together in pairs or teams, depending on the
required projects; therefore, using peer feedback in PBL is
considered as cooperative learning. Peer feedback has the potential to
facilitate learning processes in different ways. Evaluating their
friends’ project may help learners reflect on their work and improve
their own project performance. Furthermore, in project-based
learning, students can have the opportunity to give feedback to
teammates about the behavior, contribution and motivation in
teamwork activities. Lu and Law (2011) studied peer feedback
activities to support high school students’ project-based learning and
examined the effects of different types of peer feedback assessment
on student learning including cognitive and affective feedback.
In the setting of English classrooms for secondary schools
in VietNam, especially in project periods, students also attend peer
feedback activities, but they meet arising difficulties. First of all,
students do not know how to give feedback properly, lack confidence
in whether they can provide specific and qualified feedback. In terms

of language use, they even utilize their mother tongue to give
feedbacks. Second, students do not quite trust peer feedback.
Students worship teacher’s authority and rely on teacher’s
commentary, and they are skeptical about peers’ ability to give
feedback, especially peers they consider as lower competence
students. Third, positive feedback is absent in peer feedback.

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Students only focus on the shortcomings and errors of companions,
which makes the comment full of correction and criticism and lack
of encouragement.

2.2.2.2.7 Benefits of Peer Feedback in PBL
Peer feedback has been advocated in several studies for a
number of advantages. Firstly, the learners could enrich their
knowledge in a social context and through interactions with their
peers whenever they are engaged in terms of the social activities and
real situations. Based on the collaborative interactionist learning
theory, Vygotskys Zone of Proximal Development emphasized that
interacting with others will help learners reach the fullest potential
through what he called students “zone of proximal development”.
This refers to the gap between “the learners developmental level and
the higher level that they can arrive at through peer interaction.” Peer
feedback is also supported by Long and Porter (1985) through the
interactionist theories of Second Language Acquisition, which
determine that it is crucial for the learners to be encouraged “to
negotiate meaning to facilitate second language acquisition”.
Secondly, peer feedback also builds confidence, raises the
motivation and encourages critical thinking for learning. According
to Mogahed (2009), Liu and Carless (2006), Tsui and Ng (2000),
Zhang (1995), peer feedback is a fundamental part of the learning
process as it can motivate students as they have a sense of audience,
and improve their learning. Moreover, Ferri (1995) agreed that peer
feedback boost the student‟s confidence and ways to think critically.
Yang et al., (2006) also add that peer feedback is beneficial in
developing critical thinking, learner autonomy and social interaction
among students.
Thirdly, peer feedback opens up the opportunity to
strengthen the sense of classroom community. As a result, using peer
feedback in classroom could enhance the writing skill as well as

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create chance for student to exchange the ideas and give the critical
review. Furthermore, Allaei and Connor (1990) argued that cultural
differences involving the value of peer advice can greatly influence
the success of peer reviews as a form of feedback in writing
instruction. Besides, both Barnes (1976) and Cazden (1988)
supported for more peer interaction in written or oral language,
which deeply based on social act.
In addition, peer assessment helps students monitor their
own learning, rather than longing for feedbacks from their teachers
(Crisp, 2007; Sambell, McDowell, & Sambell, 2006). When studying
the effect of peer assessment on project learning, Arista Nur Prihatini

(2015) found that peer assessment in PBL had positive impact on the
motivation of the students in developing both their speaking skill and
teamwork skill. This viewpoint is shared by Hunaiti, Z., Grimaldi, S.,
Goven, D., Mootanah, R., & Martin, L. 2010. They supposed that the
most vital aspect in assessment for PBL is that teachers need to
provide an atmosphere where students are willing to give and get
feedback, improve their learning, and make their performance better.
2.2.2.2.8 Challenges of Peer Feedbacks in PBL
In spite of advantages, peer feedback also raises many
concerns and doubts about their disadvantages. Firstly, such activity
is so time consuming, especially when the learners are unfamiliar
with the process. As Rollinson (2005) indicates that the peer
feedback process is a lengthy one. Reading a writing draft, taking
notes, then either collaborating with another learner to discuss and
write comments or engaging orally with the writer in a feedback
circle, will consume a significant amount of time.
Secondly, the students prefer teachers’ feedback to their
peers with various reasons such as the quality of peer feedback, lack
of confidence, etc. Zhang (1995) found that nearly 94% of the
participants preferred teacher feedback to peer feedback. He doubts

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whether students are able to provide a high-quality feedback as that
their teachers give and he states that “unless we offer our students
proper training on giving feedback”. After that, they are likely to
keep on giving comments on “syntactic mistakes and avoid or ignore
the semantic or textual mistakes” regarding to the development of
ideas and the content itself.
Finally, students may be reluctant to make judgements
regarding their peers. For example, Asian students, who are known
as “collectivist, type behaviors which hold high value of safe face”
(Paulus, 1999). These students may not want to give feedback for the
peer’s writing as that it might cause their friends to “lose face”. Thus,
in order to keep face as well as to maintain the relationship and avoid
the conflicts, students tend not to give the comments sincerely.
Davies (2000) noticed that students have a negative
impression on their peers because they experience difficulty in
criticizing their peers or in being judged by peers. Such cognitive
challenges prevented students from making full use of peer
assessment activities (Ching, 2014).
2.3

PREVIOUS STUDIES ABOUT THE APPLICATION
OF PEER FEEDBACK
Gaynor, James (2019) 's research topic is "Equivalent
Review in Classroom: Students' Experience, Quality of Equivalent
Feedback and the Role of Evaluation". He believes that peer
feedback in classroom can improve students' many skills, such as
writing skills, reflective practice and cooperative experience. The
two-year study explored the implementation of a single-semester
repetitive peer review cycle for chemistry seniors studying the
mandatory employability module. The feedback cycle promotes
personal reflection by using small feedback questionnaires. This
process is assessed by the learning instructor during the resubmission
and/or peer feedback phase, where the quality of peer feedback is

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directly assessed. The study looked at the quality of peer feedback,
the importance of evaluations and students' perceptions of what was
most useful. Methods include targeted content analysis of generated
feedback, students' opinions and focus groups. Students have the
ability to provide useful feedback on a range of assessment criteria,
but tend to focus on the important criteria that are best suited to a
particular exercise.
Nguyen Thi Tuyet Phuong (2012) conducted a study on the
theme "Peer Feedback to Second Language Writing through
Blogging: A Case Study of EFL Classroom in Vietnam" to explore
how Vietnamese EFL students regard blogging as a tool to practice
writing, check whether students' comments support colleagues'
changes, and assess whether colleagues' comments lead to major
changes to written drafts. Participants in the study included 11
students from the Vietnamese English as a Foreign Language (EFL)
class. The data collected included the first and final drafts of the two
writing topics, comments published online, and students' responses
to questionnaires. Students' responses to the questionnaire were
analyzed, and their comments were coded as revised orientation or
non-revised orientation (Liu & Sadler, 2003).

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Chapter Three
RESEARCH METHODS

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This chapter dedicates to the description of the research
design, research methods, participants, procedures done to obtain the
data, how they are analyzed, how reliable and valid they are
included, and summary is the content of the last part.
3.1. Research Design
In this study, a hybrid method design was used to help
researchers find quantitative and qualitative data to answer the
research questions mentioned in Chapter 1.
Quantitative research data were collected through questionnaires
distributed to Grade 8 students at Trung Vuong FPT Tay Son School
to investigate current use and students' perceptions of the benefits
and challenges of use Peer Feedback in Project-Based Learning.
Qualitative data were collected through 02 data collection tools.

The first tool was an interview with 06 English teachers at FPT Tay
Son School, Trung Vuong, to discuss the benefits and challenges of
using it Peer Feedback in Project-Based Learning; The second tool is
classroom observation to gather information about the current usage
status Peer Feedback in Project-Based Learning.
3.2 Participants & sampling
3.2.1 Participants
Feedback in Project-Based Learning, Therefore, their opinions are
considered reliable and valuable for research.
3.2.2 Sampling
Student participants
The study sample was 100 grade 8 students from FPT, Tay Son and
Vuong secondary schools.
Teacher participants

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English teachers have a bachelor's or master's degree in English
teaching and have 3 years or more experience in English teaching.
Teachers learn Vietnamese as their first language and English as
their foreign language. All the teachers who participated in the
interview had experience in using Peer Feedback in Project-Based
Learning.
3.3 Research instruments
There are three main instruments: (1) a student questionnaire, (2) a
teacher interview; (3) class observation.
3.3.1 Student questionnaire
3.3.2 Teacher interview
3.3.3. Classroom observation
3.4 Data collection procedures
3.5 Data analysis procedures
3.6 Validity and reliability

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Chapter Four
FINDINGS AND DISCUSSION

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4.1 Using Peer Feedback in Project-Based Learning.
4.1.1 Findings from the student questionnaire
The survey results show that up to 81% of the 100 students
always or usually participate enthusiastically in learning activities
that use Peer Feedback. 10% of them reported that they only
occasionally enthusiastically participate in learning activities that use
Peer Feedback. However, still 9% admitted that they rarely or never
enthusiastically participate in learning activities that use Peer
Feedback and they only participate when they receive a request from
the teacher.

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4.1.2 Findings from teacher interviews
Of the 06 teachers from 3 lower secondary schools interviewed
about the frequency of the application of peer feedback in projectbased learning, they all said that they used peer-to-peer feedback

differently in PBL. Specifically, among the six teachers interviewed,
three teachers said that they often use the peer-to-peer feedback tool
in project-based learning, and two teachers said that it is difficult to
implement peer-to-peer feedback in project-based learning because
each English class has relatively little time, so they only use this
method occasionally in class. Only one teacher among the
interviewees said that they rarely use the peer-to-peer feedback
method in project-based learning. She said: “I am in charge of the
class that has a weak competence in English, so It is really hard to
apply this kind of assessment”.
Nevertheless, there are a considerable number of problems
about the use of peer feedback in project-based learning. Teacher 4
claimed that the problem might be students’ language proficiency.

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He said “Students who are not good at English might struggle to
identify the accuracy of a matter or give comments owing to their
lack of knowledge, experience and confidence”..
4.1.3 Findings from class observations
With the consent of the teachers of Class 8A1, Class 8A2 and
Class 8A3, the researcher observed three English classes, in which
the teachers adopted the equivalent feedback method in project-based
learning. According to the list of items marked in the classroom
observation table, the researcher made the following specific
judgments:
4.2 Benefits of using peer feedback in project-based learning.
4.2.1 Findings from the student questionnaire
The results show that the vast majority of students who
participated in the survey are fully aware of the benefits brought by
peer feedback. Most students think that they can learn English more
easily through project-based learnings when using peer feedback.
Next, they realized that a considerable benefit brought by using peer
feedback in project-based learning is that teachers' use of peer
feedback in project-based learning provides students with
opportunities to communicate ideas, evaluate and criticize. The third
advantage of using project-based peer-to-peer feedback for students
is that teachers use project-based peer-to-peer feedback to help them
improve their ability of cooperative learning and social interaction.
The fourth advantage of using equivalent feedback in project-based
learning. They can improve 04 language skills, including oral skills,
listening skills, reading skills and English writing skills, by using
equivalent feedback in project-based learning.
4.2.2. Findings from teacher interviews
Improve the classroom atmosphere
Students improve their cooperative learning ability

Students can improve their communication skills

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Students improve their critical thinkingking and criticism
4.2.3 Findings from class observations
Students' learning attitude and atmosphere: The assessment
contents show the significant benefits of using peer-to-peer feedback
in project-based learning, and the researchers found that students'
participation enthusiasm is very high through observation. In
classroom activities, students show a positive attitude towards the
classroom. When teachers ask questions, they listen carefully and

raise their hands enthusiastically. When teachers ask students to
answer positively, the interaction between students is also frequent.
In addition, researchers observe that the interaction frequency
between students is high. In addition, the observation process shows
that at well-prepared group meetings of friends, students will come
out to receive feedback on the work being done. The most important
factor of this feedback is the need to model before it. With the
teacher's guidance, many students will use this time to publicly
criticize other students' behaviors instead of doing nothing. Students
need to be aware of their responsibility for their own considerations,
suggestions and feedback, and need to know how to do this
effectively before. Providing feedback forms to students will provide
a framework for these group meetings. Teacher 2 later checked the
form.

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4.3 Challenges of using peer feedback in project-based learning.
4.3.1 Findings from the student questionnaire

The results show that the biggest challenge faced by the
eighth grade students in FPT, Trung Vuong, Tay Son School when
applying peer feedback in Project-Based Learning is that the highest,
they are afraid to make an objective assessment because they are
worried about conflicts with their classmates. Although peer-to-peer
feedback in Project-Based Learning provides students with


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opportunities to communicate, express their opinions and evaluate, it
will hinder anxiety and fear about the quality of feedback. Another
challenge is that students often refuse to give feedback because they
find themselves unsure of their peer-review ability. The use of peer
feedback in project-based learning has encountered obstacles,
because the respondents believe that their peers usually have
negative attitudes when receiving negative evaluations in projectbased English classes.
4.3.2 Findings from teacher interviews
Peer-to-peer feedback in projects-learning takes a lot of time
Students overreact and are irresponsible for fear of breaking off
relations with friends
Students prefer teachers' feedback
A number of students have negative attitudes and lose confidence
when they are negatively evaluated by their friends
Students lack assessment knowledge and skills
4.3.3 Findings from class observations

(1) Time control problem:
(2) Teachers' attitudes are not always positive
(3) The level of peer-to-peer feedback used by teachers in projectbased learning is general and not really mastered: teachers are
confused about the operation and use of this method in the teaching
process.
(4) A few students do not pay attention to their classmates' feedback
on their learning products or have a negative attitude towards their
classmates' negative feedback.

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Chapter Five
CONCLUSION
From the literature review presented, the methodology used to
conduct this study and the results discussed before. This chapter
presents the summary of the findings, some strategies for teachers to
integrate intercultural elements into their teaching journey more

effectively are provided, implications, limitations of the study, and
recommendation for further research are mentioned in the end.
5.1 Conclusion

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First, the use of peer feedback in project-based learning can
attract students' attention and increase their learning motivation in
the process of teaching and learning. In addition, the use of peer-topeer feedback in Project-Based Learning is also helpful to improve
their cooperative learning ability, and enable them to have initiative
in learning and self-evaluation of their English learning activities.
They also have many advantages over the traditional teachercentered approach, which has shifted to placing learners at the centre
of the learning process.
Secondly, there are many challenges in using peer feedback in
Project-Based Learning: first, the allocation of class time to ensure
the course content; Another big challenge comes from students'
attitude when receiving feedback from classmates; Third, it stems
from the lack of students' evaluation knowledge and skills. In
addition, worry about the quality of peer feedback and the conflict
between students become obstacles to the implementation of peer
feedback in project-based learning..

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5.2 . Recommendation
5.2.1 For teachers


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The research on students' feedback shows that English teachers still
give great support to this activity, which makes this activity really
have a positive impact. This study will produce some suggestions to
effectively collect feedback from classmates.
Training activities before feedback
In order for students to give effective feedback, teachers need to raise
learners' awareness of activities-including their functions and
precautions-from the beginning of the course and throughout the
learning process. For example, teachers can let students join the
training activities before practicing giving feedback.
Student’s high awareness of the importance of peer feedback
In order to provide feedback to you effectively, learners must have a
correct attitude towards activities, because if they do not understand

the functions of activities, they cannot give useful suggestions to
their friends. Therefore, teachers need to help students understand
the importance of peer feedback and provide positive, effective and
responsible feedback.
Help learners evaluate their products
Helping students realize the importance of effective feedback is the
first step to guide students to become effective feedback. It is also
important to train students to know how to respond to your posts.
5.2.2 For students
The results show that one of the biggest obstacles comes from
students' negative psychology and emotions when they get negative
feedback from their classmates. Therefore, in order to improve the
effectiveness of this method, students need to practice the following
skills
Communication skills
Active listening skills

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