Teachers and students perceptions and practices of peer feedback in efl writing process

MINISTRY OF EDUCATION AND TRAINING
QUY NHON UNIVERSITY

CHAU NGOC NHU QUYNH

TEACHERS' AND STUDENTS'
PERCEPTIONS AND PRACTICES
OF PEER FEEDBACK IN EFL WRITING PROCESS

Field: Theory and Methodology of English Language Teaching
Code: 8140111

Supervisor: Bui Thi Dao, PhD

BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƢỜNG ĐẠI HỌC QUY NHƠN

CHÂU NGỌC NHƢ QUỲNH

NHẬN THỨC CỦA GIÁO VIÊN, HỌC SINH
VÀ THỰC TRẠNG VỀ PHẢN HỒI NGANG HÀNG

TRONG QUÁ TRÌNH VIẾT TIẾNG ANH

Ngành: Lý luận và phƣơng pháp dạy học bộ môn Tiếng Anh
Mã số: 8140111

Ngƣời hƣớng dẫn: TS. Bùi Thị Đào

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STATEMENT OF AUTHORSHIP

I certify that, unless otherwise stated in the study report, all of the
work done and interpretations made were done by me. I certify that this work
has not been submitted anywhere in any other form for the fulfillment of any
other degree or certification and is being presented in partial fulfillment of my
M.A. in Theory and Methodology of English Language Teaching.

Binh Dinh, November 2023

CHAU NGOC NHU QUYNH

ii

ACKNOWLEDGEMENTS

Firstly, I must say that I owe a lot to my supervisor, Dr. Bui Thi Dao,
who with her extensive knowledge, practical experience, contagious
enthusiasm, and meticulous attention to detail motivated and guided me from
the research idea to the final version of this report. Without the guidance of
my supervisor, who has been very supportive, this work would not have been
feasible.

Secondly, I would like to express my sincere gratitude to everyone
who contributed their time to my study. Without their excitement and
openness, I would not have been able to gather crucial information for my
study.

For the time we spent together as well as the knowledge and
experience we shared with one another, I also want to express my sincere

appreciation to all of my lovely classmates. In order for me to complete my
course, their unwavering support and inspiration are extremely valuable.

The support of my family has been crucial to me while I pursued this
initiative, and that is the last but not least. My parents have always
encouraged and directed me in my pursuits, therefore I would want to thank
them. They epitomize good examples of behavior.

Finally, thanking everyone who supported me in completing my thesis
and wishing them well.

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ABSTRACT

The investigation of peer feedback in the EFL writing process is the
primary subject of this study. The purpose of the study is to learn how
teachers and students used peer feedback in writing courses, how they
perceived it, and any difficulties they encountered. Through questionnaires,
interviews, and classroom observations, the data were gathered both
quantitatively and qualitatively. The interview, observation data not only
agrees with the questionnaire data, but also reveals fresh and intriguing
findings. The results showed that most educators and students had favorable
opinions about using peer feedback in English writing. Despite the fact that
most instructors and students believed that the peer feedback approach was
helpful, several of them expressed dissatisfaction with this because of various
obstacles to peer assessment's effective implementation. The study
underscores the shared understanding of peer feedback's significance for
enhancing writing abilities, critical thinking, and self-improvement in ELF
writing classrooms. To reduce issues and optimize the use of peer criticism in

teaching writing skills, practical recommendations are provided, emphasizing
clear instructions, productive dialogue, and a supportive learning
environment.

Keywords: peer feedback, EFL, writing skills, benefits, challenges.

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TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP ................................................................... i
ACKNOWLEDGEMENTS.............................................................................. ii
ABSTRACT .................................................................................................... iii
ABBREVIATIONS AND CONVENTIONS ................................................ viii
LIST OF TABLES .......................................................................................... ix
LIST OF FIGURES .......................................................................................... x
CHAPTER 1: INTRODUCTION..................................................................... 1
1.1. Rationale for the study............................................................................... 1
1.2. Aim and objectives of the study ................................................................ 2

1.2.2. Objectives of the study ....................................................................... 2
1.2.3 Research questions .............................................................................. 3
1.3. Scope of the study...................................................................................... 3
1.4. Significance of the study ........................................................................... 3
1.5. Structure of the thesis ................................................................................ 4
CHAPTER 2: LITERATURE REVIEW.......................................................... 5
2.1. Writing....................................................................................................... 5
2.1.1. Definitions of writing ......................................................................... 5
2.1.2. Types of writing ................................................................................. 6
2.1.3. The importance of writing .................................................................. 7

2.2. Peer feedback............................................................................................. 8
2.2.1. Peer feedback definition ..................................................................... 8
2.2.2. Objectives of Peer Feedback .............................................................. 8
2.2.3. Importance of Peer Feedback in Language Education ..................... 10
2.3. Perceptions............................................................................................... 11
2.3.1. Definition of perceptions .................................................................. 11
2.3.2. Types of Perception .......................................................................... 12
2.3.3. Teachers' and students’ Perceptions of Peer Feedback .................... 12
2.4. Practices of Teachers and Students in Peer Feedback ............................. 13
2.5. Previous related studies ........................................................................... 14

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CHAPTER 3: METHODOLOGY.................................................................. 17
3.1. Research approaches................................................................................ 17
3.2. Research setting and participants ............................................................ 18
3.3. Data collection instruments ..................................................................... 20

3.3.1. Questionnaires .................................................................................. 21
3.3.2. Interview ........................................................................................... 22
3.3.3. Observation....................................................................................... 23
3.5. Data analysis methods ............................................................................. 24
3.6. Summary.................................................................................................. 25
CHAPTER 4. FINDINGS AND DISCUSSION ............................................ 26
4.1. Findings from the questionnaire .............................................................. 26
4.1.1. Findings from the questionnaire for teachers ................................... 26
4.1.2. Findings from the questionnaire for students ................................... 34
4.2. Findings from interviews........................................................................ 42
4.2.1. Teachers interviews .......................................................................... 42
4.2.2. Student interviews ........................................................................... 45

4.3. Findings from the classroom observation................................................ 48
4.3.1. The first observation ......................................................................... 48
4.3.2. The second observation .................................................................... 50
4.3.3. The third observation........................................................................ 51
4.4. Summary:................................................................................................. 53
CHAPTER 5. CONCLUSION AND IMPLICATIONS ................................ 55
5.1. Conclusion ............................................................................................... 55
5.1.1. Teachers' Perception and Practices................................................... 56
5.1.2. Student’s Perception and Practices................................................... 57
5.2. Implications ............................................................................................. 58
5.2.1. Implications for Educators ............................................................... 58
5.2.2. Implications for EFL Teachers ......................................................... 58
5.2.3.Implications for Material Designers .................................................. 59
5.2.4. Implications for Pedagogical Contribution....................................... 59
5.3. Limitations of the study ........................................................................... 60

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5.4. Suggestions for further studies ................................................................ 60
REFERENCES ............................................................................................... 54
APPENDICES .................................................................................................. 1

viii

ABBREVIATIONS AND CONVENTIONS
EFL: English as a Foreign Language

ix

LIST OF TABLES

Table 1: Teachers’ Demographic Information ............................................... 19
Table 2: Students' Demographic Information................................................. 20
Table 3. Description of the items used for the survey .................................... 22
Table 4: Teachers’ perceptions and practices of the advantages of peer

feedback............................................................................................ 27
Table 5. Teachers’ perceptions and practices of the disadvantages of peer

feedback............................................................................................ 30
Table 6: Students' perceptions and practices of the advantages of peer

feedback............................................................................................ 35
Table 7. Students' perceptions and practices of the disadvantages of peer

feedback............................................................................................ 38

x

LIST OF FIGURES

Figure 1. Frequency of the use of peer feedback in the classroom ............... 26

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CHAPTER 1: INTRODUCTION

This chapter begins by discussing the use of peer feedback in the
context of education around the world and Vietnam. It then describes the
rationale for the study, the research aim, objectives, and the research

questions. This is followed by the scope and the significance of the study.
Finally, there is an overview of the organization of the study.
1.1. 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

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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.
1.2. Aim and objectives of the study
1.2.1. Aim 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.
1.2.2. Objectives of the study

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.

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1.2.3 Research questions

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?
1.3. 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.
1.4. 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.

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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.
1.5. 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.

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CHAPTER 2: LITERATURE REVIEW

This chapter presents the main concepts and terms building the
theoretical foundation of the study. In this chapter, peer feedback in the EFL
writing process is written and explained in detail. Finally, previous related
works conducted by other researchers are reviewed in terms of their focuses
and findings.
2.1. Writing
2.1.1. Definitions of 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

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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.
2.1.2. Types of writing

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

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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."

2.1.3. The importance of writing

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.

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(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.
2.2. Peer feedback
2.2.1. Peer feedback definition

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.
2.2.2. Objectives of Peer Feedback

As mentioned by Kluger and DeNisi (1996), Dweck (2006), Hattie

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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 Säljö (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