INTRODUCTION
Background of the study
The shift from traditional to communicative language teaching emphasizes a student-centered approach, yet Vietnamese university students often struggle with English proficiency Factors such as large class sizes, time constraints, and rigid curricula hinder the development of writing skills in this context Additionally, limited feedback from teachers and peers restricts students' writing progress As Trimmer (1995) notes, mastering second language writing is a complex process that even seasoned writers find challenging Consequently, enhancing students' writing within communicative language learning is essential Over the past thirty years, second language writing instruction has transitioned from a product-oriented to a process-oriented approach Peer correction has emerged as an effective strategy, allowing students to collaborate, provide feedback on each other's writing, and foster critical thinking and autonomous learning.
The implementation of peer correction in native speakers' composition courses has proven effective, but its success in L2 classrooms is not guaranteed (Nelson and Murphy, 1993) Many ESL/EFL teachers view peer interviews as a valuable strategy for improving students' writing, yet some remain hesitant due to concerns about students' ability to critique their peers effectively Additionally, second language learners often question the usefulness of their classmates' feedback, leading to reluctance in integrating peer suggestions during the revision process.
In Vietnam, where English is a foreign language, students are mainly taught
“functional writing” rather than “creative self-expression” in English (Harris,
In 1993, it was noted that students have limited opportunities to enhance their creativity and critical skills in analysis, synthesis, evaluation, and critique This highlights the importance of incorporating peer correction as an effective strategy in developing writing skills While previous research has acknowledged the benefits of peer correction in writing classes, there remains a gap in understanding the perceptions of both teachers and students regarding its implementation in Vietnam's foreign language classrooms Therefore, this study aims to investigate the views of teachers and students on peer correction and examine its application in teaching and learning writing skills at Hue University College of Foreign Languages.
The scope of the study
The study was carried out at Hue University College of Foreign Languages
In a research study, 20 English teachers and 60 second-year English students from 3-4 writing classes participated by completing 80 questionnaires Subsequently, 15 students were interviewed to gather additional information and validate the responses of the informants.
Objectives of the study
- To find out the perceptions of teachers and students towards peer correction in writing class
- To find out the problems students often encounter when they deliver a presentation
- To recognize the effectiveness of peer correction in improving the student‟s writing assignment
- To suggest some useful ways of developing peer correction to improve student‟s writing ability.
Significance of the study
This study emphasizes the importance of peer correction as a valuable technique for EFL teachers and second-year EFL students at HUCFL in enhancing writing skills It aims to foster a positive learning environment that promotes the effectiveness of peer correction in writing classes.
Research questions
1 What are teachers‟ and students‟ perceptions about peer correction in teaching and learning writing?
2 What is the current situation of the use peer correction in second-year writing classes at HUCFL?
3 What recommendations can be made to make the use of peer correction as an effective strategy in writing classes?
Structure of the study
This study consists of five chapters
This chapter introduces general information of the research consisting of background, the reason, the aims, significance and the scope of the study.
LITERATURE REVIEW
Theories of English writing skill
Writing is a skill essential for a person‟s thinking development Possibility might be that writing is the most complicated skill in language skills (Veit, Gould
Writing is a complex process that encompasses various skills, ranging from basic handwriting and spelling to more intricate elements like tone and organization (Clifford, 2011, p 15) For learners of foreign languages, mastering writing skills presents significant challenges.
A product-oriented approach to writing emphasizes grammatical and syntactical structures while imitating established models This traditional method prioritizes "one-shot correct writing for language practice" (Cheung, 1999) and relies on a singular evaluation effort by the teacher (Pennington & Cheung, 1995, p.20) However, this approach often limits students' opportunities to express their own thoughts and ideas (Raimes, 1983).
Process-oriented writing approach
According to Seow (2002, cited in Richards & Renendya, 2002, pp 316-
Process writing in the classroom involves four essential stages: planning, drafting, revising, and editing, along with three additional teacher-imposed stages: responding, evaluating, and post-writing Educators facilitate these stages through practices such as writer's workshops, individual and small group conferences, and peer reviews, providing students with multiple opportunities to explore their ideas and refine their writing.
Numerous studies highlight that the writing process is an effective method for teaching students to become proficient writers (Flower & Hayes, 1981; Unger & Fleischman, 2004) This process-oriented approach emphasizes collaboration and social interaction, allowing students to support each other in text composition and generate innovative ideas together, rather than focusing solely on individual work and the precision of grammar, structure, and vocabulary.
In many different environments and aspects in our daily life, the term of
“peer” is widely used The concept of peer is considered by many researchers in their own ways:
In Vygotsky's perspective, peers are defined as school children, with various interpretations in the literature They are viewed as learners (Van Lier, 2000), distinct from teachers (Swain & Lapkin, 1998), and can be categorized as more or less proficient (Ohta, 1995) or informed junior students (McDonald, Kidman & Clarke, 1991) Additionally, peers can be native or non-native speakers within the classroom context (Barnard, 2002) Their relationships can be described as symmetrical or asymmetrical (Guerrero & Villamil, 1994) Ultimately, peers are collaborative learners who work together towards a shared goal (Lantolf, 2000, cited in LPHH, 2003, p 2).
Peers are individuals who hold equal status in terms of rank, class, or age This concept is illustrated by examples such as employees in a company who share the same job title and classmates in a school setting, who are regarded as peers due to their similar age and capabilities.
What is Peer correction?
Peer correction, as defined by Nguyen Bang et al (2004), involves students collaborating in pairs or groups to address mistakes in their work When individuals struggle to self-correct their errors, peers can often provide the necessary support This collaborative approach not only aids in identifying and correcting mistakes but also fosters discussions that enhance learning, allowing students to gain insights from both their own errors and those of their classmates.
Benefits of Peer Correction
Numerous studies highlight the learning benefits that peer feedback Caulk
Peer correction offers students specific feedback that enhances their learning experience, as noted by Mendonca and John (1994), who emphasize that it allows students to receive responses from multiple peers in a supportive environment This process not only fosters idea-sharing but also proves to be more effective than self-review Brindley and Scoffield (1998) highlight that peer correction boosts self-confidence, as students provide and receive constructive feedback on each other's writing This collaborative approach ensures that every student has an equal opportunity to engage with their peers' work, promoting a sense of responsibility and ownership in the learning process, as supported by Dochy et al (1999) and Warren and Cheng (1997) Additionally, peer correction cultivates respect and accountability among students, which is essential for effective learning Furthermore, it aids in developing language proficiency by allowing students to practice reading and writing skills in a meaningful context.
In short, peer correction provides students more opportunities to develop language proficiency, developing critical thinking and build respect, responsibilities in the community of writers.
Problems of Peer Correction
While peer correction is often seen as beneficial, recent research indicates that it may be met with skepticism and yield limited advantages Several studies have questioned the overwhelmingly positive views on peer correction, highlighting that many peers tend to focus only on superficial aspects of the work.
Despite the advantages of peer correction, it has notable drawbacks Carson and Nelson (1996) highlight that some students may hesitate to provide critical feedback on their classmates' work due to a lack of confidence in their judgment and fear of damaging relationships In Vietnam, where diverse learning styles and the importance of maintaining harmony are emphasized, this can pose a challenge for instructors aiming to implement peer correction in writing classes Additionally, students may question the feedback from peers with less advanced skills, leading to skepticism about the effectiveness of peer evaluations in a language class characterized by varying levels of proficiency.
In Asian cultures, students often perceive teachers as the ultimate source of knowledge, which presents significant challenges for implementing peer review in the classroom.
RESEARCH METHODOLOGY
Introduction
In carrying out this investigation, the following steps have been taken
First of all, the relevant document was collected This stage is very important because it provides background knowledge peer correction issues
Following the gathering of foundational information for the literature review, the researcher proceeded to collect real-world data through two primary research techniques: questionnaires and interviews.
Then, the data are ranged and analyzed through quantitative and interpretive methods Thanks to that process, the researcher can find out and discuss considerable issues in chapter 4.
Research design
The study utilizes a descriptive design that incorporates both qualitative and quantitative methods for data analysis, enabling the identification of issues through insights gathered from questionnaires and interview responses.
Research approach
This research employs a mixed-method design, combining qualitative and quantitative approaches to facilitate easy data collection and objective analysis As noted by Condelli and Wrigley (1999), integrating both methods is considered the most effective research design.
The quantitative method utilized questionnaires to gain insights into teachers' perceptions and various factors influencing the development of peer correction among students.
In addition to the quantitative approach, qualitative methods were employed through interviews to gain deeper insights into the questionnaire results These interviews, tailored to each situation, were conducted both orally and in written form with individual participants All collected data will undergo thorough analysis.
Research scope
This study, conducted at HUCFL in Hue City, Vietnam, aims to support students in overcoming their mistakes, as they often feel ashamed when they err Encouraging students to identify their own mistakes and assist peers in corrections fosters a positive learning environment Additionally, implementing peer correction activities is crucial for effective teaching and learning, while also providing the researcher with ample data for analysis.
The participants of this study were 20 teachers of English Department and
The study involved 60 second-year English students at HUCFL, alongside 20 female teachers aged between 30 to 60 years, who held various degrees including BA, MA, and PhD The following table provides a concise summary of the participants involved in this research.
Participants Age Number Female Male
Third year English students From 18- 22 60 42 18
Research methods
This study utilizes two primary research methods: surveys and interviews Surveys will be conducted using questionnaires directed at English teachers and students, while student interviews will be facilitated through technological aids such as tape-recording and note-taking.
A questionnaire serves as an effective and cost-efficient tool for gathering information from a large number of participants, particularly through mail distribution This study will feature a well-structured questionnaire that includes both closed-ended and open-ended items, organized into five key sections: (1) perceptions of teachers and students regarding peer correction, (2) the importance and advantages of peer correction in enhancing writing skills, (3) the current application of peer correction at HUCFL, (4) challenges in implementing peer correction, and (5) recommendations for its effective use The closed questions will primarily consist of multiple-choice formats, while open questions will allow for deeper insights, ensuring a comprehensive analysis of the responses.
In this study, we developed two questionnaires: one for teachers, consisting of 31 items, and another for students, with 29 items, both aimed at gathering insights on English teaching and learning at HUCFL These questionnaires, featuring multiple-choice questions with five response options ranging from "strongly agree" to "strongly disagree," were distributed to participants to ensure efficient coding and statistical analysis Prior to distribution, the teacher questionnaire was piloted with ten English Department instructors to refine its effectiveness.
The piloted questionnaire demonstrated reliability scores of α=0.722 for teachers and α=0.786 for students, as analyzed using SPSS software, confirming its effectiveness for data collection The questionnaire consists of five distinct clusters, summarized in the accompanying table.
Table 3.2: Summary of the questionnaire
Cluster 1: teachers‟ and students‟ perceptions on peer correction
Cluster 2: the necessity and benefits of peer correction in teaching and learning writing skill
4,5,6,7,8 (questionnaire for teacher) and 4,5,6,7 (questionnaire for student )
Cluster 3: the current situation of the use of peer correction in teaching and learning writing skill
9,10,11,12,13,14,15,16,17,18,19 (questionnaire for teacher) and 8,9,10,11,12,13,14,15,16,17,18,19,20 (questionnaire for student )
Cluster 4: Some difficulties to implement peer correction
21,22,23,24,25,26 (questionnaire for teacher) and 21,22,23,24,25,26 (questionnaire for student )
Cluster 5 : Some suggestions to implement peer correction
27,28,29,30,31 (questionnaire for teacher) and 27,28,29 (questionnaire for student )
In this research, interviews, alongside questionnaires, serve as essential tools for data collection, utilizing both tape-recording and note-taking methods The interviews, comprising three targeted questions, aim to gather and clarify vital information from 15 second-year English students at HUCFL regarding their experiences with peer correction in writing classes This process allows the researcher to validate specific details about student performance and assess the effectiveness of peer correction in enhancing writing skills To protect participant confidentiality, students are referred to anonymously as S1, S2, S3, and so on.
Data analysis
The study employs both quantitative and qualitative methods for data analysis, utilizing SPSS software to statistically evaluate questionnaire responses through frequency and percentage, presented in tables Additionally, qualitative insights from interviews are quoted and analyzed to provide a deeper understanding of the research topic The findings aim to assess the effectiveness of peer correction in enhancing students' writing skills at HUCFL.
FINDINGS AND DISCUSSION
Introduction
This chapter outlines the findings and discussions derived from data primarily collected through questionnaires, supplemented by interviews for enhanced clarity and reliability It aims to provide persuasive evidence on the topic The chapter is organized into five key sections: (1) perceptions of teachers and students regarding peer correction, (2) the necessity and advantages of peer correction in developing writing skills, (3) the current state of peer correction practices at HUCFL, (4) challenges faced in implementing peer correction, and (5) recommendations for effective peer correction strategies.
Results from the questionnaires
To assess the reliability of the questionnaire, a pilot study was conducted involving seven English teachers and ten second-year EFL students at HUCFL The data were analyzed using SPSS, revealing a Cronbach alpha coefficient of 0.722 and 0.786, indicating strong internal consistency and validity According to DeVellis, a reliable questionnaire should have a Cronbach alpha above 0.7, thus confirming that the piloted questionnaire is suitable for data collection in the study.
Table 4.1: The Reliability of the questionnaire in a Pilot study
N of cases Cronbach's Alpha N of items
Following the piloting of two sets of questionnaires, they were administered to 20 English language teachers and 60 second-year EFL students at HUCFL The data analysis conducted using SPSS revealed a reliability alpha value of 708 for teachers and 845 for students, indicating that the questionnaires are reliable for research purposes.
Table 4.2: The Reliability of the questionnaires
N of cases Cronbach's Alpha N of items
Findings and discussion
The teacher's questionnaire comprises 31 questions organized into five main clusters, while the student questionnaire contains 29 items divided into six clusters Both questionnaires utilize a Likert scale for responses, ranging from strongly disagree to strongly agree, with scores assigned from 1 to 5 for each category.
Positive statements necessitate response categories scored from 5 (strongly agree) to 1 (strongly disagree), while negative statements require a scoring system ranging from 1 (strongly agree) to 5 (strongly disagree).
4.3.1 Teachers’ perception on handling peer correction and student’ attitude on using of peer correction (cluster 1)
The study aims to explore teachers' and students' perceptions of peer correction in writing instruction This investigation is organized into two sub-clusters: the first focuses on teachers' perceptions, while the second examines students' attitudes towards peer correction, as outlined in the respective questionnaires (Appendices 1 and 2) Both sets of items consist of six five-point scale statements ranging from 1 (strongly disagree) to 5 (strongly agree) The data collected will be analyzed similarly to the other four clusters in the study.
4.3.1.1 Teachers’ perception on handling peer correction
Teachers' perceptions of peer correction were assessed through data analysis of specific items (1, 2, 3) as detailed in Appendix 1 This analysis aimed to provide a concise overview of the general mean for these indicators within the cluster.
Table 4.3: Teacher’s perceptions on handling peer correction
N Minimum Maximum Mean Std Deviation
Teacher‟s perceptions on handling peer correction
The analysis presented in Table 4.3 shows that the mean score for this cluster is approximately 4.15, significantly exceeding the midpoint of the five-point scale (M=3) and indicating strong agreement among teachers regarding their perceptions of peer correction in teaching writing skills Notably, the minimum score of 3 suggests that none of the respondents held negative views on peer correction Additionally, the majority of responses reached the highest value of "totally agree," with the lowest mean score of around 3.95 corresponding to the "agree" category The table below provides a clear breakdown of the mean scores for each question within this sub-cluster.
Table 4.4: Mean scores of teacher’s perceptions on handling peer correction
N Minimum Maximum Mean Std Deviation
Item 1 : Peer correction is regarded as a main requirement for improvement in students’ essay writing
Item 2 : The learner should be able to correct and edit their own and peer’s work
Item 3 : Peer correction helps my students enhance disciplinary understanding, critical thinking skills, give my students more ownership over their work, and become more autonomous writers
The findings from Table 4.8 indicate that the mean score for the sub-cluster significantly exceeded the average value of 3, with responses ranging from 3.95 to 4.20 on a five-point scale, and no participants selecting a score of 1 This confirms that the English language teachers in the study held highly positive attitudes toward the implementation of peer correction in writing instruction, recognizing its importance for students Implementing peer correction allows teaching staff to provide prompt and detailed feedback, facilitating self-reflection and improvement, especially in large classes where individual feedback may be challenging to deliver Research by Liu and Carless (2006) supports this notion, while Rubin (2006) highlights that peer correction in his large Management course enhanced his ability to offer substantive feedback Overall, these results suggest that teachers view peer correction as a vital component of effective writing instruction.
4.3.1.2 Students’ attitude toward using of peer correction
As noted earlier in section 4.3.1, this sub-cluster is one of the two ones, concerning to students‟ attitude toward peer correction that is made up of items 1,
The data analysis for clusters 2 and 3 mirrors the methodology used in cluster 1 of the teacher questionnaire To assess students' attitudes toward peer correction, the mean for the entire cluster was calculated.
Table 4.5: Students’ attitude toward peer correction
N Minimum Maximum Mean Std Deviation
Students‟ attitude toward peer correction
Table 4.5 indicates that the Mean of cluster 3 is 3.7389, suggesting a positive student attitude toward peer correction as it approaches the "agree" value on a five-point scale Additionally, the Minimum and Maximum indicators of 2.67 and 4.67 reveal a significant gap, highlighting varied student perceptions A detailed discussion of specific items related to students' attitudes on peer correction will follow.
Table 4.6: Mean scores of students’ attitude toward peer correction
N Minimum Maximum Mean Std Deviation
Item 1 : I felt relax and not tense when doing peer correction in group activities with friends
Item 2: Peer correction helps increase my enthusiasm in writing
Item 3 : I am confident that I have enough ability to correct my friend’s writing
Table 4.6 indicates that the results are encouraging, with mean scores of 4.15, 3.95, and 3.11 all exceeding the average level of 3 These figures demonstrate that second-year EFL students recognize the importance of peer correction in improving their ESL writing skills.
Despite high mean scores (3.95 and 4.15), some students expressed disagreement, with a few selecting the lowest ratings of 1 (strongly disagree) and 2 (disagree) Notably, item 3 received the lowest mean score of 3.11, indicating that students perceived peer correction as less effective in improving their ESL writing skills This discomfort may stem from a lack of confidence in their ability to assess their peers' work However, a significant number of students rated peer correction positively, with many choosing 4 (agree) and 5 (strongly agree) This suggests that EFL learners at HUCFL recognize the importance of peer correction in their writing development.
4.3.2 The necessity and benefits of peer correction in teaching and learning writing skill (cluster 2)
In today's educational landscape, textbooks are increasingly focused on integrated skill teaching, particularly emphasizing the importance of writing among the four key skills: reading, listening, writing, and speaking Writing is often the most challenging skill, requiring learners to master idea organization, select appropriate word choices, and adopt styles suited to specific audiences and subjects Additionally, strong writing skills enhance other competencies and foster critical thinking, which is essential for academic success and meeting employment demands (Moet 2008).
Writing is interconnected with various skills and subjects, including translation and literature In writing classes, students often submit their first drafts as final products, receiving grades and corrections without further opportunities for improvement Peer correction offers a valuable chance for students to reinforce their understanding of new vocabulary and structures, track their progress, and receive feedback Additionally, it aids teachers in identifying student errors This study aims to explore the perspectives of teachers and second-year students on the necessity and advantages of peer correction.
This section comprises two sub-clusters: the first includes items 1, 2, and 3 from the teacher questionnaire, which addresses the necessity and benefits of implementing peer correction in teaching writing skills The second sub-cluster features items 1, 2, and 3 from the student questionnaire, focusing on the necessity and advantages of utilizing peer correction in learning writing skills.
4.3.2.1 The necessity and benefits of handling peer correction in teaching writing skill
The study explores teachers' perceptions regarding the importance and advantages of peer correction, focusing on five specific items from the questionnaire (items 4, 5, 6, 7, and 8) To analyze this sub-cluster, the researcher employed Descriptive Statistics to evaluate the Mean indicators.
Table 4.7: Mean scores of the necessity and benefits of handling peer correction in teaching writing skill
N Minimum Maximum Mean Std Deviation
Item 4 : Peer correction reveals more at the students’ level of development or interest and is therefore more informative than teacher feedback
Item 5 : Peer correction helps my students develop their skills in organizing and planning activities
Item 6 : Peer correction enhances my students’ motivation, creativity, foster collaboration and improve English writing
Item 7 : Students’ attitudes towards writing can be enhanced with the help of more supportive peers and their apprehension can be lowered
Item 8 : Peer correction helps me work and collaborate with students effectively
Table 4.7 reveals that the perceived benefits and necessity of peer correction are notably high, with mean scores exceeding the average threshold of 3, specifically at 4.25, 4.15, 4.05, 3.95, and 3.85 Items 4, 6, and 8 show particularly strong support for this trend.
Results from the interviews
After collecting and analyzing the questionnaires, the researcher conducted interviews to verify the data and gain deeper insights into students' perceptions and challenges regarding peer correction in writing skills at HUCFL The interviews, held with 30 second-year English students, also uncovered solutions to the most common difficulties faced during the implementation of this learning method.
4.3.1 The student’s perceptions towards peer correction
Second-year English students unanimously recognize the importance of regular peer correction in the classroom, aligning with questionnaire findings They provided various reasons to support their views, emphasizing the necessity of incorporating this practice to enhance learning outcomes.
The peer correction process fosters social interaction and strengthens connections with classmates, enhancing group collaboration This engaging learning technique allows stronger students to assist those who may struggle, boosting self-confidence and active participation Additionally, peer correction offers valuable opportunities for both personal and peer writing improvement.
Peer correction enhances my writing experience by allowing me to exchange ideas and understand my classmates' writing skills It creates a comfortable environment in the classroom, boosting my confidence when providing feedback on others' work This collaborative approach to learning enables me to absorb knowledge in a relaxed manner, and I appreciate reading the feedback my classmates give on my writing.
[Student Interviewee S14] S10 agreed with her friend, she expressed that:
“Peer correction helps to increase interaction Because it gives us the chance to learn more, it is nice to know the opinions of the others about your writing.”
[Student Interviewee S10] Most of interviewees mentioned the same reason that using peer correction is very important to improve their writing skill S4 stated:
Engaging in peer feedback activities significantly enhances my writing skills by providing valuable insights and diverse ideas This collaborative approach allows me to organize my thoughts more effectively and write with greater specificity Additionally, I become more attentive to grammar and punctuation, learning from my peers' expertise Inspired by my peer's writing style, I strive to incorporate similar techniques into my own work.
Receiving and writing reviews significantly enhances my writing skills By reading my classmates' work, I gain valuable insights into effective writing techniques, which encourages me to pay closer attention to spelling and other details Constructive criticism from my peers helps me choose the right words and improves my overall writing quality, including spelling and punctuation.
Significantly, two students mentioned the benefits relating to develop student‟s critical thinking and creativity in writing S7 shared her ideas that:
My peers effectively provide critical feedback on my work, which enhances my critical thinking skills Engaging with their writing and sharing ideas fosters valuable discussions, ultimately strengthening our relationships.
The peer feedback process significantly boosted my motivation and creativity in writing Engaging with friends to discuss and evaluate each other's work allowed me to share my ideas and gain insights Additionally, it provided a valuable opportunity to compare my writing with that of my peers, enhancing my overall learning experience.
It helped me to think in a critical way.”
All interviewed students demonstrated a strong positive attitude towards peer correction, aligning with various studies that highlight its benefits for enhancing critical thinking skills (Yang, 2006; Berg, 1999) Notably, Yang (2006) found that peer feedback offers unique learning advantages, fostering independence in thinking and creativity in writing among learners.
4.3.2 The difficulties that the students often encounter when using peer correction
Second-year EFL students recognize the significance of peer correction in their learning process; however, many reported challenges related to their confidence and understanding of their peers' feedback These issues hinder their ability to effectively utilize peer correction, ultimately impacting their writing skills and academic performance.
Many of my colleagues dismiss my feedback, particularly those who perceive themselves as superior This lack of respect leads them to ignore my suggestions and fail to integrate my insights into their writing.
Another student (S6) shared his thought:
My partner's feedback often lacks the depth and clarity of teacher feedback, making it less effective Additionally, some students struggle to provide constructive feedback, which can hinder the learning process At times, my peers offer vague comments that lack specificity, resulting in unreasonable critiques.
[Student Interview S6] S5 supported that idea:
I often find it frustrating when my peer reviews my writing, as she tends to provide careless feedback without fully engaging with my work Her suggestions often miss the mark, focusing on trivial points rather than offering constructive ideas Additionally, when I believe my topic is complete, she frequently proposes changes that disrupt my flow.
S11 also revealed the problems that she always felt stressful and unconfident
I lack confidence in my writing abilities and feel uncomfortable with both receiving corrections and correcting others My limited vocabulary and poor grammar contribute to my frequent mistakes when attempting to edit.
Many surveyed students selected "neutral" in the questionnaire, indicating they encounter significant challenges when it comes to correcting and receiving corrections These difficulties often require assistance from instructors, highlighting a key point that will be addressed in the implications section of Chapter 5.
4.3.3 Suggestions to deal with the difficulties when using peer correction in learning writing