A STUDY ON THE ENGLISH-MAJORED SOPHOMORES’ RESPONSES TO PEER REVIEW TECHNIQUE AND THE DIFFICULTIES IN APPLYING THE ACTIVITIES IN THEIR WRITING 2 CLASSES AT FFL, IUH... Through the observ
INTRODUCTION
Rationale
In language learning, the essential skills to master are Listening, Speaking, Reading, and Writing, with Writing often underestimated by learners due to low expectations and insufficient attention Many students struggle to identify and correct their writing errors because teachers lack the time to provide detailed feedback in large classes To address this issue, researchers propose using peer review as an effective method to enhance the writing experience in Writing 2 classes, although they acknowledge a lack of information regarding the challenges students may face during this process.
A study is necessary to examine the responses of English-majored sophomores at FFL, IUH to the peer review technique and the challenges they face in implementing these activities in their writing classes This approach helps students become more familiar with peer review and enhances their writing quality through peer assessments.
Research Objectives
In this specific research, the researchers mainly focus on the responses and the difficulties of
Researchers at IUH are investigating the challenges faced by sophomore English majors during peer review activities in their writing classes The primary goal is to identify the difficulties these students encounter and their responses to these challenges Additionally, the study aims to explore the underlying reasons for the obstacles in applying peer evaluation techniques Ultimately, the researchers anticipate that the peer review method will gain popularity and become an effective strategy for enhancing students' writing skills in their coursework.
Research question
1 What are the English-majored sophomores’ perceptions of peer evaluation in Writing 2 classes at IUH?
2 What are the difficulties that the learners may encounter when applying peer evaluation technique in Writing 2 classes at IUH?
3 What are the factors that lead to these difficulties in applying peer review technique in Writing 2 classes at IUH?
Scope of the study
Due to time constraints and the challenges posed by the COVID-19 pandemic, the research faced several obstacles, including the limited ability to survey only about 200 English-majored sophomores through an online questionnaire To enhance the reliability of the study, the researchers collaborated with a significant number of IUH sophomores majoring in English Additionally, the novelty of the topic made it difficult to find relevant references Ultimately, the researchers aim to explore the challenges and underlying reasons for implementing online peer evaluation in writing classes for English-majored sophomores at IUH, while also assessing whether this method is an effective strategy for improving writing skills in online learning environments.
LITERATURE REVIEW
An overview of peer evaluation
2.1.1 The definition of peer evaluation
Peer review, also known as peer assessment, is defined as the process of evaluating an author's scholarly work by experts in the same field (Kelly, Sadeghieh, & Adeli, 2014) In educational settings, particularly in writing classes, peer evaluation serves as a valuable teaching method, allowing students to provide and receive feedback on each other's work Although peer evaluation has become a reliable and widely adopted academic practice, its origins date back to 1731 when the Royal Society of Edinburgh introduced it as a means to enhance the quality of scholarly publications Today, peer review is integrated into educational institutions, especially universities, to support contemporary learning objectives.
Peer review is an essential skill for quality writing and academic success, as it involves reading and providing constructive feedback on one’s work Additionally, peer evaluation activities allow students to engage in a reflective and critical environment, fostering deeper understanding of educational arguments.
An overview of paragraph writing
Writing skills are essential abilities that enable individuals to articulate their thoughts meaningfully (Harmer, 2007:33) It involves the process of utilizing letters, punctuation, and spaces to convey specific ideas, emotions, and meanings In academic settings like universities, students must effectively leverage their knowledge to create written content that substantiates and reinforces their viewpoints with appropriate evidence.
In today's world, various writing processes have evolved over time, each presenting information in unique ways According to the Kansas University Academic Support Centers, there are five commonly used steps applicable to all types of writing.
Step 1 Pre-writing: The very first step in writing a paragraph requires some certain aspects
When starting to write an essay, it's essential to focus on several key aspects: selecting a relevant topic, gaining a deeper understanding of the subject, considering the writing method, brainstorming supporting ideas, and refining your writing style.
Step 2 Research (not necessary): If you already have enough information and ideas for the essay, then this step is no longer required However, if you are under-prepared or afraid of writing with nothing in your mind, doing some research about the ideas and the pieces of information vaguely appear in your mind in order to clarify it is true or not is a good way to optimize and strengthen your opinions
Step 3 Drafting: Once you have acquired enough data to begin writing an essay, it is time to write However, at this particular step, the main purpose is to give out a brief version of your writing Basically, you only need to display your ideas as general as possible, then you read it again and keep on writing It is fine if the sentences or the vocabularies are not perfect This step can easily be understood as a cycle of brief reading and writing acts
Step 4 Revising: This is the step when you correct any grammatical or vocabulary mistakes that occurred in your essays and add or remove any irrelevant ideas This step is considered to be the most important step because it helps you to scan through all the displayed ideas and words before moving to the final step
Step 5 Editing and Proofreading: After you have finished all steps above, start carefully skimming through the whole essay one last time to check again for any mistakes In addition, you can also ask another classmate or your instructor to check your work
For more information, please go to https://writing.ku.edu/writing-process
A paragraph is a fundamental unit of writing that expresses a specific topic or theme through a combination of words and sentences It serves three key purposes: first, it connects words and sentences to support an idea; second, it provides "milestones" that help readers process the content; and third, it enhances the flow of ideas throughout the essay, as noted by the South Eastern Writing Center.
At low education levels, especially elementary school, a paragraph is considered with 5-7 sentences However, such quantity of sentences is not sufficient enough at higher levels such as college writing
A well-structured paragraph consists of three key components that ensure literary consistency and connect supporting ideas or arguments throughout the text These essential parts work together to enhance the overall coherence of the writing.
The main purpose of this article is to clearly present the central idea and provide readers with an overview of the information that will be elaborated upon in the following paragraphs.
* Supporting sentences: elaborate the idea/point/purpose that you have introduced
Elaboration may include specific analysis, exemplification and persuasion, or any combination of these
* Concluding sentence: To sum up the ideas that you have proven so far in your paragraph and to qualify the expressed views.
Techniques in writing class
In writing classes, a rubric serves as a crucial assessment tool for evaluating students' work Defined as a "scoring tool for qualitative rating of authentic or complex student work" (Jonsson & Svingby, 2007, p.131), a rubric outlines specific criteria for measuring key performance dimensions and establishes standards for achievement Essentially, it provides a framework of writing qualities and guidelines that students use to analyze and critique their peers' writing.
Before implementing the peer review technique, researchers must present the rubrics to the learners The criteria for evaluating mistakes in writing paragraphs can vary significantly across different writing classes and instructors Ultimately, these rubrics are designed to highlight the common errors that learners may encounter in their peers' writing.
2.3.2 Students’ challenges/difficulties in applying peer evaluation activity
Peer evaluation offers numerous benefits, particularly in writing classes Research by Min (2005) indicates that students who engage in peer evaluation actively seek out new vocabulary and ideas, which enhances their learning and retention.
Peer evaluation significantly enhances students' knowledge by fostering critical thinking skills It boosts their confidence and promotes independent learning, while also serving as a tool to elevate creativity and refine writing abilities.
Peer evaluation activities offer several benefits, including the ability to ask detailed questions, provide additional related information, and give constructive suggestions, all of which can enhance learners' moods and foster new relationships in the classroom Nevertheless, students may face certain challenges that they need to address.
Students often experience stress during peer evaluation activities, particularly those who recognize their writing weaknesses and seek feedback from classmates While this approach aims to foster self-improvement, it can be counterproductive, leading students to associate stress with enhanced performance Furthermore, students who rely on peer feedback rather than teacher evaluations frequently encounter heightened tension due to an overwhelming amount of criticism, which can include both constructive and unhelpful comments.
The core issue affecting learners is their belief that they lack sufficient writing skills to produce valid and error-free essays Many students, particularly in writing classes, often neglect to review their work, leading to common deficiencies such as limited vocabulary, misuse of words and meanings, ineffective grammar and sentence structure, logical misconceptions, and hesitation in articulating ideas Consequently, it is not surprising that most students' essays contain several mistakes.
2.3.2.2 From the giving-feedback peers (reviewers)
Research shows that providing critiques during peer evaluations can be time-consuming, particularly in the initial stages Lứkensgard Hoel (2001, p.21) confirms that peer responses require significant time investment at the outset This is largely due to the necessity for peers to thoroughly read and comprehend each essay before identifying errors and offering constructive feedback Additionally, the requirement for peers to provide multiple pieces of feedback (typically 5-10) for each essay further extends the time needed for this process.
Peer evaluation often suffers from a lack of honest feedback among learners, primarily due to two psychological factors Many students fear that their critiques may hurt their peers, while others feel they lack the authority to provide negative assessments, as this role is typically reserved for teachers Despite this, educators encourage students to offer constructive criticism on writing assignments, clarifying that grading remains the teacher's responsibility.
2.3.3 Investigation in students’ responses of peer evaluation
This research aims to introduce learners to the peer review technique while analyzing their attitudes and thoughts during the experience Conducted by Luanga A Kasanga in 2004, the study involved 52 freshmen and compared the benefits and drawbacks of peer evaluation versus teacher evaluation Data was collected through two short questionnaires, including a survey of 250 participants The findings revealed a significant increase in enthusiasm for peer evaluation among students, although there was a notable preference for teacher evaluation in terms of providing compliments Additionally, the research highlighted that identifying errors and offering critiques captured students' attention most effectively Ultimately, the study demonstrated that peer evaluation can enhance the learning experience for students.
Supervisor Le Thi Thuy, M.A., highlights that while most students value their learning experiences, some prefer teacher evaluations over peer evaluations This preference may indicate underlying psychological issues related to peer interactions during evaluation activities.
Another research was studied by Irda Haryani Tahir in 2012 featuring 10 students in the
The AUSMAT (Australian Matriculation) program in Malaysia focuses on assessing various aspects of peer evaluation This research primarily utilizes students' feedback analysis and a two-table questionnaire for data collection The first table addresses the benefits of peer evaluation, while the second table highlights the challenges associated with it.
This study highlights the significant benefits of peer evaluation, with 70% of students strongly agreeing and 30% agreeing that participating in peer evaluation is manageable and less frustrating Additionally, 40% strongly agreed and 60% agreed that feedback from peers serves as a valuable source of information, with a total of 90% acknowledging the usefulness of such critiques Conversely, over half of the learners reported overcoming challenges, with 40% strongly disagreeing and 50% disagreeing that their peers undervalue their writing Furthermore, 30% of participants strongly disagreed and 60% disagreed that peer suggestions lack quality, while 10% strongly disagreed and 80% disagreed that comments from peers are too general.
In summary, this study demonstrates that peer evaluation significantly enhances learners' writing development, outweighing any potential drawbacks to self-improvement and performance.
In 2013, Abdel Rahman Abdalla Salih conducted research in Malaysia examining learners' responses to peer assessment in L2 Writing classes, involving 16 ESL Matriculation college students aged 19 to 20 The study utilized three data collection methods: a series of peer evaluation activities, a brief questionnaire survey, and a post-review interview.
In the peer evaluation activities, most of the students’ attentions are paid on the correct structures of sentences and word meanings with some given suggestions The general aspects
Supervisor: Le Thi Thuy, M.A 12 occurred in students’ errors are sentence tenses, prepositions, verbs and vocabulary
Further summary
In a 2018 exploratory study by Ramírez Balderas & Guillén Cuamatzi, the focus was on self and peer correction to enhance college students' writing skills The research aimed to identify common errors made by students in English writing classes and to determine the methods contributing to these mistakes Data was collected through two written assignments, including a rough draft and a final product, involving nine participants aged 19 to 22, comprising seven females and two males.
Supervisor Le Thi Thuy, M.A 14 requested the inclusion of a peer-reviewed draft with each assignment to demonstrate improvement The three most common mistakes identified in both methods were word choice, verb form, and missing words All participants acknowledged the importance of grammar rules, producing impressive texts, and fostering innovation The researchers concluded that both methods have distinct strengths Self-correction encourages students to focus on identifying and rectifying their mistakes, enhancing their sentence structures and promoting independent work Conversely, peer interaction allows learners to communicate frequently, exchange information, and broaden their knowledge, enabling them to explore and evaluate new ways of expressing ideas.
A 2019 study by Nguyen Thanh Huyen at the Ho Chi Minh City University of Food Industry investigated the effectiveness of peer correction on sentence structure in writing among 40 college students The research aimed to enhance understanding of peer correction's impact on writing skills Participants followed a seven-step guidance and submitted five drafts, revealing that the most common errors were poor or absent topic sentences, along with fragments, run-ons, and comma splices Notably, the frequency of these errors decreased across drafts, with poor topic sentences reducing from 48 to just 5 comments The study concluded that both low and high proficiency students benefit from peer correction, as it fosters critical exchange and diverse perspectives on sentence structure.
A research performed by Flora & Siti Farhana & Khairun Nisa & Retanisa Mentari in
In a 2020 study involving 34 Indonesian undergraduate students who completed Pre-intermediate and Intermediate writing classes, the effects of Peer Corrective Feedback (PCF) on writing were examined using a mixed-methods approach Students received a guidance sheet for peer commentaries during an essay assignment and were required to submit two drafts: a pre-test draft before receiving feedback and a post-test draft afterward The findings revealed that language use errors were the most common, accounting for 42% of mistakes, followed by mechanics (16%), vocabulary (14%), organization (14%), and content (14%) Notably, the study demonstrated significant improvement in writing scores, with pre-test scores ranging from 44.50 to 84 points and post-test scores from 56.50 to 88.50 points Ultimately, the research confirmed that PCF plays a crucial role in enhancing students' writing skills through effective peer feedback.
RESEARCH DESIGN
Research site/Context
The research was conducted at IUH (Industrial University of Ho Chi Minh) on 12 Nguyễn Văn
The headquarters of the study is located at Bảo, P.4, Q Gò Vấp, TP.HCM, where the researchers, currently seniors, are actively involved This location is ideal for conducting research, as students at the Faculty of Foreign Languages (FFL) are engaged in relevant academic activities.
Languages) in Industrial University of Ho Chi Minh City encounters a few problems related to this research.
Participants/Objects
This research focuses on the responses of English-majored sophomores to the peer review technique and the challenges they face in implementing these activities in their writing.
The study focuses on English-majored sophomores at IUH, who were selected as participants because they had completed the basic Writing course and were eager to enhance their writing skills These students, aged 19 and primarily non-native English speakers, had limited exposure to English education, particularly in writing, leading to a notable number struggling in Writing classes The research aims to provide these sophomores with the opportunity to engage in peer review techniques through peer evaluation activities in their Writing 2 classes, fostering improved learning outcomes.
Research methodology and research methods
The researchers employed a mixed-methods approach, combining quantitative (questionnaire) and qualitative (class observation and analysis of students' papers) methodologies This integration allows for a comprehensive collection, validation, and analysis of data, capturing participants' perspectives effectively Additionally, the mixed methods facilitate comparisons and highlight contradictions in the data, providing researchers with valuable insights for producing valid and trustworthy information.
This study concluded that data was collected using three key instruments: a writing paragraph, a three-week observation of teacher instructions prior to implementing peer review, and an online questionnaire survey to assess sophomores' attitudes and responses to peer review activities.
At the outset of our research, a select group of IUH tutors instructs sophomores to write a paragraph on simple topics like describing their hometown, a family member, or a cherished childhood memory These accessible topics are designed to familiarize students with writing before introducing more complex requirements The paragraphs are due the following week, after which the teacher will randomly select 3-4 examples for peer review practice, allowing students to provide feedback The remaining paragraphs will be distributed among groups of 4-5 participants, excluding the original authors Throughout this process, researchers will gather student responses as data, continuing peer review activities until the mid-term test.
Second, during the time of applying peer review activities for learners, the researchers also initiate a class-observation Each of the researchers (three in total) will contact with
The study involves 1-2 writing classes implementing the peer review technique to explore participants' attitudes and responses With the teacher's permission, researchers will act as observers for three weeks, collecting data from various classes They will document participants' direct suggestions and critiques as evidence for evaluation However, the primary data collected highlights learners' challenges in effectively applying the peer review technique.
Researchers will distribute an online questionnaire to sophomores to gather their opinions on the peer evaluation technique The survey will cover three main aspects: first, participants will assess their current writing level; second, they will respond to questions regarding their perceptions of the peer review process, including their understanding of teacher instructions, preferences for pair or group reviews, and the typical number of comments they provide on a paragraph Lastly, the questionnaire will explore the challenges students face during peer review activities in writing classes, focusing on two perspectives: as reviewers, where they will reflect on the time spent giving feedback, common errors identified, and their confidence in providing critiques; and as reviewees, where they will share their experiences regarding the feedback received, its usefulness, and their willingness to continue peer review after the course concludes This survey aims to capture honest insights from learners about the impact of peer comments on their writing skills.
Procedures
Step 1 Choose the research topic: Due to the presenting issue of most non-English speaking sophomores are having troubles in improving their writing skills Therefore, the researchers would like to introduce the peer review technique as a new alternative solution to this problem
Step 2 Prepare data-collection instruments: Since the time when this research took place was in the COVID-19 pandemic, many Writing 2 classes are obligatory to operate online For that reason, the researchers decided to use the following methods such as a writing essay, a three-week observation and an online questionnaire survey to collect data more effectively, which had been approved by many teachers who teach in Writing 2 classes
Step 3 Analyze information: After all the students’ responses had been collected, the researchers will start separating it into two types For questionnaire survey (quantitative), the researchers mainly use types of charts to show the results For the paragraph and observation
In qualitative research, researchers often utilize concise phrases to summarize their findings, such as "incorrect verb tense," "grammatical errors," "invalid suggestions," or "worsened outcomes." These responses reflect the feedback provided to students during peer review activities.
Data analysis
The researchers conducted a quantitative analysis using a questionnaire survey, employing various charts such as bar charts, pie charts, and column charts on Google Forms to effectively present the results with accurate percentages derived from the collected data.
The researchers conducted a quantitative analysis of students' writing papers, focusing on a mechanical examination of words and sentences This approach aimed to identify the characteristics and errors present in each student's paragraphs, as well as to assess their attitudes towards peer review activities.
FINDINGS AND DISCUSSIONS
In the Writing 2 classes, each student was assigned a topic to write a paragraph, which would later serve as evidence for the peer review process Following three weeks of class observations and the analysis of over 100 writing paragraphs, the researchers found that 75% of the participants received more than five pieces of feedback on their work.
In a recent peer review activity involving 90 students, 25% (30 students) received fewer than 3 suggestions, highlighting that many learners still struggle with writing at this early stage Notably, 45% of the feedback focused on grammar mistakes, while 35% addressed issues with sentence structure, and 10% pertained to other writing concerns.
Supervisor Le Thi Thuy, M.A., emphasizes the importance of addressing unexplainable ideas and mispronunciation in student writing The data indicates that teachers should focus on thoroughly checking students' grammar during in-class writing activities Additionally, the implementation of peer review techniques in second drafts has shown a positive impact on the number of learners improving their work.
The percentage of suggestions provided has decreased from 75% to 35%, while the number of learners receiving fewer than 3 comments has risen dramatically from 25% to 65% This shift highlights the significant impact of implementing peer review techniques in writing, making it a crucial area of study for researchers.
Two classes significantly enhance learners' writing skills by facilitating peer-checking of mistakes Researchers found a rapid reduction in the percentage of errors: grammar mistakes decreased from 45% to 22%, improper sentence structures dropped from 35% to 17%, and unexplainable ideas or mispronunciations declined from 10% to 6% and 7%, respectively.
The researchers will assess the current English writing skills of 232 participants through a questionnaire, focusing on their ability to provide feedback on written paragraphs, rated on a scale from 1 (very bad) to 5 (very good).
CHAPTER IV: FINDINGS AND DISCUSSIONS
A survey of 133 participants revealed that 57.3% rated their writing skills as neutral, while 32.3% considered themselves poor writers, and 1.7% felt they were very bad at writing Conversely, only 8.2% believed they were good at writing, with just 0.4% rating their skills as really good These results indicate that a significant majority of sophomores feel their writing abilities are inadequate, highlighting a concerning gap in their knowledge and skills.
A survey revealed that 123 learners (53%) felt neutral about their feedback abilities, while 78 learners (33.6%) considered themselves poor at providing criticism Additionally, 25 learners (10.8%) believed they were good at giving suggestions, and only 3 learners (1.3%) rated their skills as either very bad or very good This data indicates that students are still grappling with hesitation and self-doubt when it comes to evaluating their peers' writing.
The first aspect of the questionnaire survey
This article examines the responses from a questionnaire focused on two key areas: students' perceptions of the peer review process and the challenges they face in implementing peer review activities in Writing 2 classes The first section includes eight specific questions aimed at understanding these perceptions.
In a study examining students' understanding of peer review, approximately 60% of participants demonstrated a clear comprehension of its true definition, while the remaining 40% appeared to misunderstand the concept.
The research revealed that an impressive 95.7% of participants confirmed they received comprehensive instructions from their instructors prior to engaging in peer reviews.
The researchers aimed to assess learners' comprehension of the teacher's instructions Results indicated that 27.6% of learners understood the material at a level of 25-50%, while 53% believed their understanding ranged from 50-75% Additionally, 16.4% of participants reported an understanding level of 75-100%, and 3% struggled to grasp the content Overall, 69.4% of learners demonstrated sufficient comprehension to follow the teacher's instructions effectively.
In the fourth question, researchers inquired about participants' preferences for peer review activities, revealing that 53.4% favor group participation over 46.6% who prefer pairs This preference may stem from the enhanced benefits that group peer review activities offer to learners compared to pair-based reviews.
The researchers sought to understand learners' preferences for participating in peer review activities in groups The findings revealed that 25% of participants favored working in groups of three, while 44.4% preferred groups of four Additionally, 23.7% opted for groups of five, and 6.9% chose to work in larger groups Based on these results, the researchers concluded that engaging in peer review activities in groups of four could enhance the overall benefits for learners.
The researchers aimed to determine the extent to which participants utilized the peer review technique in Writing 2 classes Findings revealed that 44.4% of learners applied this technique in 1 to 2 paragraph writings, while 44% used it in 3 to 4 writings, and 11.6% practiced it in 5 writings These statistics suggest that learners are beginning to develop an interest in peer review activities, indicating a potential shift towards this method as a viable alternative for enhancing their writing skills.
Conclusion
After thorough research and data analysis involving sophomore participants, the study concludes that the peer review technique in writing classes positively impacts learners' writing skills It enhances critical thinking, improves learning habits in both team and individual settings, and fosters the ability to give and receive feedback, allowing students to learn from their own and others' mistakes Additionally, peer review activities increase interaction among learners, as evidenced by participant responses However, the technique also presents challenges, including issues related to teacher authority, peer relationships, and difficulties with grammar and vocabulary The research has limitations, as it primarily benefits sophomores majoring in English and does not address other learning levels or language skills such as reading, listening, and speaking Furthermore, while the study identified difficulties faced by students in applying peer review in Writing 2 classes, it did not propose solutions The data collected from 220 English-majored sophomores was also impacted by the COVID-19 pandemic, limiting its sufficiency In conclusion, students showed improvement through peer review activities and reported better communication and valuable feedback from peers, despite encountering obstacles during the evaluation of others' writing.
In conclusion, the researchers emphasize the necessity of investigating this topic, as it directly addresses the challenges faced by English-majored sophomores at IUH, particularly those who are non-native English speakers While the researchers cannot guarantee that the findings will be entirely beneficial or effective, they affirm the practical significance of this study as a valuable contribution to understanding and addressing this pressing issue.
Under the supervision of Le Thi Thuy, M.A., students at IUH who completed the basic Writing 1 course still feel a lack of essential writing skills and self-confidence To address this, the peer review technique has been introduced as a means to enhance their writing abilities The researchers believe that this method serves as strong evidence of the positive impact of peer review on learners, and they advocate for its broader implementation across various universities and educational levels While the researchers currently have no additional research plans, they are committed to exploring new learner-related studies in the future, aiming for practical outcomes that address emerging challenges in the language learning environment at IUH.
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Scientific Publications: Benefits, Critiques & A Survival Guide
Hello everyone! We are Nguyen Thi Ngoc Quyen, Bui Hoang Phuong Nhi and Le Hoang Phuc
We are English-majored seniors of Faculty of Foreign Language at Industrial University of Ho Chi Minh City (IUH) We have been researching the study named “A STUDY ON THE
This study investigates the responses of English-majored sophomores to peer review techniques and the challenges they face in applying these activities in their Writing 2 classes at FFL, IUH A survey has been designed to gather valuable information for this research, and your honest responses will significantly contribute to its success We assure you that all collected data will be used solely for research purposes.
1.Your current level in writing skills
2 Your current ability to give feedback on your peers' writing
Part 2: Students' perceptions to peer review process
3 In your opinion, which of the following statements is TRUE about peer review?
A Peer review is a process in which instructors give feedback on students’ paper.
B Peer review is a process in which each student gives feedback on his own paper
C Peer review is a process in which students give feedback on other students' paper with instructions/ checklists/ rubrics
D Students do not need any instructions before doing peer review
E Feedback should be specific and clear based on rubrics
4 Does your teacher give instructions before you do peer review in Writing class?
5 How much do you understand the teacher's instructions for peer review activity?
6 How do you do peer review?
7 If you do peer review in groups, how many members are there in your groups?
8 How many writings have you applied peer review in Writing 2 class so far?
9 How many comments do you get from your peers for each writing?
10 How do you feel about this activity?
Part 3: The difficulties of applying peer review activities in writing 2 class
11 How much time do you spend on giving feedback for a writing of your friend?
12 What do you usually do when you check your friend’s paragraphs?
B Give general feedback on the whole writing
C Give out specific and clear feedback on friends' mistakes
D Identify the mistakes and suggest the solutions
13 What are the common errors that you often point out in your friends' writing (paragraphs)? (You can choose more than one option)
B Using plural form of nouns
14 Are you confident in giving feedback on your friends' writing?
15 If you are not really confident in giving feedback, what are your reasons?
A You do not really understand the instructions for this activity
B Your English competence is not good enough
C You do not have a wide range of vocabulary for the topic
D You don't know how to give comments in English, you just write in Vietnamese
E You do not have enough time to give feedback, as it is a time-consuming activity
F You worry that the writer won't understand your response
G The writer is your closed friend and you are afraid that it can affect your friendship
H The writer is an excellent student
16 What types of mistakes do your friends point out in your writings? (You can choose more than one option)
B Using plural form of nouns
17 How useful are the comments in assisting you correct your writing mistakes?
18 Do you often receive unhelpful comments on your writings?
19 Why do you find those comments unhelpful?
A Your friends sometimes give incorrect comments
B You receive your friends' feedback too late
C You don't understand the feedback
D Your friends’ feedback usually are too harsh.
E Your friends give feedback that is not based on the criteria of rubric
F There are too many similar comments
G Your friend only gives compliments
H Your friends’ feedbacks are irrelevant to your writing paragraph.
I Your friends' feedback is too general
20 How often do you rewrite the second draft based on your friends' feedback?
A I always rewrite my paper after my friends give feedback
B I sometimes rewrite when the teacher requires
21 Do you intend to continue to do peer review with your groups of friends when the course is over?
22 If you choose "yes", please give the reasons why?
B I find it useful in improving my writing quality
C I can get more ideas on that topic by applying peer review to my friends' writing
D It helps me develop my reading comprehension skills
E This activity is a great opportunity to give and receive useful critics
I will greatly appreciate for your enthusiasm and trustful answers Many thanks and regards for your cooperation!
This study investigates the responses of English-majored sophomores to the peer review technique and the challenges they face in implementing these activities in their Writing 2 classes at the Faculty of Foreign Languages, Industrial University of Ho Chi Minh City.
Student’s name: NGUYEN THI NGOC QUYEN Student ID No.:18072531
Supervisor’s name: LE THI THUY, M.A
INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES
Chapter 3: Research Design (Research Methodology/ Methods)
The supervisor’s approval of the students’ submission (Yes/ No): …… Yes ………
SUPERVISOR’S EVALUATION FORM Student’s name: NGUYEN THI NGOC QUYEN
Supervisor’s name: LE THI THUY, M.A
Definitions of key terms/concepts 5
Relevance between research findings and goals (Findings) 5
Evaluating and discussing the findings (Discussion) 5
Roles & Distribution Establish Goals Meeting Minutes
Contribution to the team project
Taking responsibility Working with others
Date: … /… /2021 Supervisor's name and signature:
Student’s name: NGUYEN THI NGOC QUYEN
Examiner’s name: LE THI THUY, M.A
Definitions of key terms/concepts 5
Relevance between research findings and goals (Findings) 5
Evaluating and discussing the findings (Discussion) 10
INDUSTRIAL UNIVERSITY OF HO CHI
Date: … /… /2021 Examiner's name and signature:
Rubrics for Written Graduation Thesis - Supervisor (70%) Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
There are consistent mistakes in the required format
There are several mistakes in the required format
There are minor mistakes in the required format
There are hardly any mistakes in the required format
The development of paper is vague; no apparent logical order of presentation
The paper is presented with connected concept and ideas, clear transitions
The paper is presented in logical sequence and well organized
The paper is clearly stated, well-developed and well organized
There are consistent spelling and grammar mistakes in the paper
There are several spelling and grammar mistakes in the paper
There are minor spelling and grammar mistakes in the paper
There are hardly any spelling and grammar mistakes in the paper
Rationale and objectives of research
The rationale of the research topic area is unclearly described Little evidence shows the significance and objectives of the research topic
The rationale of the research topic is presented and the significance and objectives
The rationale of the research topic is adequately defined
The significance and objectives of the paper is well justified
The rationale of the research topic is introduced in a coherent and interesting manner The significance and objectives of the paper is well justified
Supervisor: Le Thi Thuy, M.A 60 of the paper is justified
Research questions are not successfully defined
Research questions are coherently and clearly defined
Research questions are scientifically meaningful and challenging
Definitions of key terms/conc epts (5)
Definition of key concepts is insufficient
The key concepts related to the research topic are defined
The key concepts related to the research topic are also clearly defined
The previous studies are inadequately relevant with the research topic and inappropriatel y summarized
The previous studies are relevant with the research topic and summarized
The previous studies are quite relevant with the research topic and appropriately summarized
The previous studies are adequately relevant with the research topic and appropriately summarized
The author displays such a low level of research methodology and methods that it can be regarded as unacceptable
The author correctly presents the research methods and shows good organization and application of research
The author justifies his/her choice of analysis methods and demonstrates effective application of relevant research methodology
The author justifies his/ her choice of research methods systematically and demonstrates a deep understanding in the application of relevant research methodology
The author describes the data collecting and analyzing stages but the description does not form a coherent and logical whole
The analysis methods are mainly chosen to answer the research questions, but the author has an insufficient command of the methods
The author correctly presents the data collecting and analyzing stages and also outlines the analysis
The analysis demonstrate s a good command and reliable use of the method
The author effectively outlines the stages of data collection and analysis, utilizing the data skillfully in the analysis Sensible methods are chosen to summarize the information presented by the data.
The author effectively outlines the stages of data collection and analysis, utilizing the data skillfully in the analysis By selecting appropriate methods, the author successfully summarizes the information derived from the data.
Relevance between research findings and objectives
The author demonstrates a poor level of understanding in the analysis of the research findings The research findings are inadequate in meeting
The author demonstrate s a satisfactory understandin g in the analysis of the research findings
The author demonstrates adequate levels of understanding in the analysis of the research findings
The research findings are adequate relevant to the objectives of the study
The author demonstrates advanced levels of understanding in the analysis of the research findings The research findings are relevant to the objectives of the study
Supervisor: Le Thi Thuy, M.A 62 objectives of study be adequate but not as described
Evaluating and discussing the findings
The thesis does not succeed in making contribution to the knowledge base of the discipline and field of study
The research findings make a minor contribution to the knowledge base of the discipline and field of study
The research findings make a good contribution to the knowledge base of the discipline and field of study
The research findings make a significant contribution to the knowledge base of the discipline and field of study
No logical conclusions are reached
Answers to research questions studied and discussion about them is almost entirely missing or it is unconnected from the
The conclusions are partially logical The link between the conclusions and research questions is left somewhat unclear The final summary only partially
The conclusions are logically structured, effectively addressing the research questions The final summary clearly conveys the study's purpose and findings, showcasing the author's competence in presenting the information.
The conclusions are presented logically and answers to research questions are explained in a coherent manner The final summary is relevant and communicates the objectives and findings of
The final summary fails to effectively convey the study's purpose and findings, indicating the author's insufficient understanding of the strengths and weaknesses of their own research.
The author exhibits a solid understanding of the strengths and weaknesses inherent in their research This awareness reflects a comprehensive grasp of the study's implications and limitations, showcasing the author's analytical skills and critical thinking.
References are of poor quality
The format and layout are inconsistent and not in line with APA style
The referencing is in a proper manner but the layout of the bibliography is consistent with APA style There are, however, a number of inconsistenci es
The referencing is in a proper manner and the layout of the bibliography is largely in line with APA style
The referencing is in a proper and extensive manner The format and layout of the bibliography are correct and in line with APA style
Rubrics for Oral Presentation - Supervisor (10%)
Item/ Weight Unsatisfactory Developing Satisfactory Exemplary
Organizational structure present but unclear with underdeveloped introduction,
Organizational structure present clearly with introduction, body and
Appropriate organizational pattern used and easy to follow with developed
Organizational pattern is compelling and moves audience through speech
Supervisor: Le Thi Thuy, M.A 65 body and conclusion
Transitions play a crucial role in creating a coherent article, ensuring that the introduction captivates the audience and the conclusion leaves a lasting impression By effectively connecting main points with smooth transitions, the body of the article becomes more understandable and engaging A well-structured piece not only presents clear ideas but also guides the reader effortlessly from one point to the next, resulting in a satisfying reading experience.
Very little gestures or eye contact
Monotone voice or insufficient volume
Reading of notes only Speech is often unintelligible
Little gestures or eye contact
Monotone voice or insufficient volume Little poise Heavy reliance on notes Abundant oral fillers and nonverbal distractions
Mispronunciatio ns are frequent and cause some difficulty for the listener
Adequate use of gestures, eye contact, language, and voice Limited oral fillers and nonverbal distractions Uses a wide range of pronunciation features
To enhance speech effectiveness, utilize gestures, maintain eye contact, and employ vivid language and vocal variety to engage the audience Stay poised by using notes solely for reference, avoiding oral fillers and nonverbal distractions Ensure clear pronunciation throughout your presentation.
No regard for time constraints six or seven minutes above or below the allotted time
Presentation given within four or five minutes above or below the allotted time
Presentation given within two or three minutes above or below the allotted time
Presentation given within time constraints
Unable to respond many questions
Most questions are responded competently
Nearly all questions are responded knowledgably and respectively
All questions are responded knowledgably and respectively
Rubrics for Written Graduation Thesis - Examiner (80%)
There are consistent mistakes in the required format
There are several mistakes in the required format
There are minor mistakes in the required format
There are hardly any mistakes in the required format
The development of paper is vague; no apparent logical order of presentation
The paper is presented with connected concept and ideas, clear transitions
The paper is presented in logical sequence and well organized
The paper is clearly stated, well-developed and well organized
There are consistent spelling and grammar mistakes in the paper
There are several spelling and grammar mistakes in the paper
There are minor spelling and grammar mistakes in the paper
There are hardly any spelling and grammar mistakes in the paper
Rationale and objectives of research
The rationale of the research topic area is unclearly described
Little evidence shows the significance and objectives
The rationale of the research topic is presented and the significance and objectives of
The rationale of the research topic is adequately defined The significance and objectives of the paper is well justified
The rationale of the research topic is introduced in a coherent and interesting manner The significance and objectives of the paper is well justified
Supervisor: Le Thi Thuy, M.A 68 of the research topic the paper is justified
Research questions are not successfully defined
Research questions are coherently and clearly defined
Research questions are scientifically meaningful and challenging
Definitions of key terms/conc epts (5)
Definition of key concepts is insufficient
The key concepts related to the research topic are defined
The key concepts related to the research topic are also clearly defined
The previous studies are inadequately relevant with the research topic and inappropriate ly summarized
The previous studies are relevant with the research topic and summarized
The previous studies are quite relevant with the research topic and appropriately summarized
The previous studies are adequately relevant with the research topic and appropriately summarized
The author displays such a low level of research methodology and methods that it can be regarded as unacceptable
The author correctly presents the research methods and shows good organization and application of research methodology
The author justifies his/her choice of analysis methods and demonstrates effective application of relevant research methodology
The author justifies his/ her choice of research methods systematically and demonstrates a deep understanding in the application of relevant research methodology
The author describes the data collecting and analyzing stages but the description does not form a coherent and logical whole
The analysis methods are mainly chosen to answer the research questions, but the author has an insufficient command of the methods
The author correctly presents the data collecting and analyzing stages and also outlines the analysis
The analysis demonstrates a good command and reliable use of the method
The author effectively outlines the stages of data collection and analysis, utilizing the data skillfully in the analysis Sensible methods are chosen to summarize the information presented by the data.
The author effectively presents the stages of data collection and analysis with clarity They skillfully utilize the data in their analysis and select appropriate methods to accurately summarize the information derived from the data.
Relevance between research findings and objectives
The author demonstrates a poor level of understanding in the analysis of the research findings The research findings are inadequate in meeting
The author demonstrates a satisfactory understanding in the analysis of the research findings The research findings may be adequate
The author demonstrates adequate levels of understanding in the analysis of the research findings
The research findings are adequate relevant to the objectives of the study
The author demonstrates advanced levels of understanding in the analysis of the research findings The research findings are relevant to the objectives of the study
Supervisor: Le Thi Thuy, M.A 70 objectives of study but not as described
Evaluating and discussing the findings
The thesis does not succeed in making contribution to the knowledge base of the discipline and field of study
The research findings make a minor contribution to the knowledge base of the discipline and field of study
The research findings make a good contribution to the knowledge base of the discipline and field of study
The research findings make a significant contribution to the knowledge base of the discipline and field of study
No logical conclusions are reached
Answers to research questions studied and discussion about them is almost entirely missing or it is unconnected from the perspective of the research The final summary in no
The conclusions drawn from the study are somewhat logical, but the connection between these conclusions and the research questions remains unclear Additionally, the final summary does not fully convey the study's purpose and findings.
The conclusions are presented logically and answers to research questions are explained in a good manner
The final summary communicates the purpose and findings of the study The author demonstrates adequate understanding of