000072521 THE EFFECTS OF PEER CORRECTION ON WRITING AT FOOD INDUSTRY COLLEGE ẢNH HƯỞNG CỦA VIỆC CHỈNH SỬA BỘ TẠI TRƯỜNG CAO ĐẲNG CÔNG NGHIỆP THỰC PHẨM
Background to the stu d y
Oral and written communication operate differently: in spoken conversations, meaning is built through negotiation with others, whereas in writing there is no face-to-face interaction, and the text must convey meaning as it is read Consequently, writing is an intricate and complex task and is often described as the most difficult of the language abilities to acquire (Allen & Corder, 1974, p 23, cited in Abisamra, 2003).
(1990) also noted that the level of difficulty varies between native speakers who think directly in the language used and non-native speakers who think in their own native language When writing, non-native speakers generally have to consciously apply rules and conventions that native speakers seem to have in mind instinctively, making them more prone to mistakes or errors.
Writing plays a crucial role in foreign language learning, but the reality of teaching English writing at Food Industry College (FIC) reveals two core challenges: students are not sufficiently encouraged to participate in writing tasks, and the quality of their writing remains weak, as shown by low final exam scores FIC English teachers report that students continue to repeat mistakes even after corrections, and large class sizes limit the time teachers can devote to each student's paper, leaving learners with inadequate feedback and a fear of learning writing.
After carefully considering students’ problems in English writing and their potential causes, I conclude that traditional academic writing classrooms, to some extent, distract students’ writing ability and motivation Therefore, English writing teachers at FIC should focus on boosting students’ motivation and improving the quality of their writing texts Based on problem analysis, in order to increase students’ interest in English writing, we should provide a less stressful writing environment and design authentically communicative writing tasks Additionally, to raise the quality of students’ writing, teachers can assign tasks that offer more writing practice, encourage more revision, and prompt students to share their writing products with peers.
It is essential for both teachers and students to recognize that errors are an inevitable part of the learning process, a finding echoed by Davies and Pearse (2002) In language acquisition, errors often signal progress and reveal the next steps in developing linguistic competence Like any other learning situation, in a second-language classroom a learner needs timely, constructive feedback on his or her performance to guide improvement (Paulus, 1999) As an English teacher, I’ve seen how well-timed feedback transforms mistakes into opportunities for growth, helping students sharpen accuracy, expand vocabulary, and build confidence in using the language.
I am always eager for the suitable teaching method to help my students increase motivation and performance in writing.
In EFL/ESL writing instruction, error correction baffles teachers, especially with large classes that generate diverse writing errors While conscientious correction aims to help, simply fixing every mistake may not enhance learning, since many students focus on grades and overlook feedback, and excessive red-ink marking can demotivate them, harming motivation and confidence Consequently, teachers need effective feedback strategies that facilitate learning from errors and prevent these negative outcomes.
Numerous researchers, including Bell (1991), Lin and Chien (2001), Rollinson (2005), Chun-Xian (2007), Sultana (2009), Gielen (2010), Strijbos et al (2010), Yoshizawa et al (2011), Behin and Hamidi (2011), Pishghadam and Kermanshahi (2011), Chen et al (2011), Cheng and Warren (2012), Roskams (2012), Nguyen Thi Le Hang (2007), Nguyen Le Phuong (2008), and Trinh Thi Thanh Xuan (2010) have studied the role of peer feedback in writing classes Their findings indicate that peer feedback can be effectively integrated into EFL writing instruction to address common problems and that it positively impacts learners’ writing ability and motivation to write Theoretically, peer feedback represents a form of collaborative learning in which students learn to analyze and provide constructive feedback on their peers’ texts.
Due to the emergence o f communicative language teaching and learner-centered teaching, students’ active participation in language learning is now highly sought and
PC therefore is becoming increasingly popular among the practitioners It is also
Scholars point out that teachers’ corrections do not always yield the desired results, and students often correct each other, a process that is crucial because peer correction directs learners’ attention to errors, reduces reliance on the teacher, and promotes student autonomy (Carlson & Nelson, 1996, p 12) Peer correction (PC) is thus considered a viable approach to improving writing among students at FIC The present study investigates the effects of PC on students’ writing performance at this college.
Aims o f the study
This study examines the impact of using personal computers (PCs) on students’ writing performance at FIC and investigates students’ attitudes toward PC use, with the aim of answering the study’s key questions about how PC-based writing practices affect writing proficiency and what factors shape students’ attitudes toward PCs.
1 What are the student’s attitudes towards PC?
2 To what extent can PC improve the students’ writing?
Feedback is a broad topic that cannot be fully addressed within the scope of this paper In practice, students can provide peer feedback in both oral and written forms on their peers’ writing However, this minor thesis concentrates specifically on peer written corrections conducted during writing lessons, focusing on first-year students at FIC.
This study investigates the effectiveness of PC in improving students’ writing performance within the writer’s teaching context The results are expected to provide new implications for teaching EFL writing, especially in the area of error treatment If PC proves effective, it could be adopted by teachers at FIC as an alternative method for addressing errors in students’ writing, thereby enhancing learners’ overall writing performance.
This study consists o f five chapters:
Chapter I introduces the background to the study, aims, research questions as well as the significance and outline o f the thesis.
Chapter II reviews the literature on the writing teaching, errors in general and
Chapter III describes the research method used in the study It gives details o f the participants and description o f the data collection instruments and data analysis instruments used in this research.
Chapter IV presents the results and discussion o f PC, and o f the students’ attitudes towards PC.
Chapter V offers some suggestions for further improvements in PC on the students’ writing and provides future direction for further research, which is not touched upon in this thesis.
CHAPTER II: LITERATURE REVIEW 2.1.Theoretical background to the teaching of writing
According to Nunan (1995), “writing is clearly a complex process, and competent writing is frequently accepted as being last language skill to be acquired” (p
Writing can be seen as the art of forming graphic symbols—combinations of letters that map to the sounds we make when we speak At its core, writing involves creating these symbols, arranging them into words, and then linking those words to form sentences Byrne (1982) emphasizes that writing isn’t about a single sentence or a set of unrelated lines; it is the production of a coherent sequence of sentences that are deliberately ordered and interconnected.
W riting is clearly much more dependent on how we use the linguistic resources o f language.
According to Harmer (2007, p 112), writing is used as an “aide-memoire or practice tool to help students practise and work with language they have been studying”
For example, a teacher might ask students to write five sentences using a given structure or to incorporate five of the new words or phrases they've learned Writing activities like this reinforce learning by giving students structured practice that strengthens grammar, vocabulary, and overall language fluency.
Writing is one of the most complex skills for revealing the relationships between ideas, requiring both a willingness to write and deliberate, step-by-step practice to pass on knowledge or messages (Byrne, 1982) It is a means of articulating what is on our minds, extending beyond mere word generation to produce a connected sequence of words and sentences that are grammatically correct and logically linked Effective writing depends on arranging ideas into a coherent flow, with sentences that support the overall message and maintain clarity for readers In short, writing is not just about language; it’s about shaping thoughts into a structured, meaningful piece that communicates clearly.
Teaching EFL writing is inherently complex because it involves multiple dimensions that require attention, including the accuracy of language, the originality of ideas, and the organization of those ideas It also hinges on aligning the writing with its purpose, the appropriate tone, and the needs of the audience, all of which shape instruction and feedback throughout the writing process These interrelated dimensions—accuracy, originality, organization, purpose, tone, and audience—compete for attention as teachers and students navigate the writing journey.
Many students practice writing mainly to pass exams or earn high grades, a reflection of education systems that prize test-based writing As a result, they focus on meeting evaluators’ criteria rather than cultivating genuine interest or a personal sense of purpose in their writing This emphasis on grades can dampen motivation and keep writing from becoming a meaningful, self-driven activity.
These challenges o f EFL writing require an innovation in the teaching method to motivate the students to learn and improve their writing performance at the same time.
2.1.2 Approaches to the teaching of writing
There have been a number o f ways of teaching writing However, the two most commonly and popularly known at the moment are the product-based approach and the process-oriented approach (Nunan, 1995, p 86).
Product approach is the traditional approach to teaching writing which focuses at the end result o f the act o f composition; that is, the final draft o f a paragraph, letter, an essay and so on The writing teachers who subscribe to the product approach are more concerned to see what a final piece o f writing will be like and measure it against criteria o f vocabulary use, grammar use, and medical considerations such as spelling and punctuations, as well as content and organization (Brown, 1994) Students in the classes adopting the product approach typically are provided with a model and encouraged to mimic it in order to produce a similar product.
Product-oriented approaches to language learning concentrate on the end results—the specific abilities a learner is expected to demonstrate as a fluent, competent user of the language (Nunan, 1995, p.86) In writing instruction, these approaches emphasize classroom activities where learners imitate, copy, and transform models of correct language to produce accurate written texts.
Examples of the product approach show that the teacher provides model texts and asks students to underline or circle the thesis statement, topic sentences, supporting ideas, and transitional devices Learners then identify the kind of grammatical structure that aligns with the essay’s organization, whether it relies on logical division, cause and effect, or a compare-and-contrast signal They also construct paragraphs or even a single sentence from frames, tables, and guides, and then produce an essay by answering a set of questions Minor changes and substitutions—such as filling blank spaces, adjusting punctuation, and capitalization—are applied to outlines or summaries Moreover, students learn how to apply these techniques to their own writing.
6 combine sentences, develop complex sentences following different rules o f combination, and how to use transitional is applied through the course.
One major limitation of the product-centered approach to writing instruction is that students become passive and less creative, relying mainly on the teacher and the textbook for knowledge If students avoid regular writing practice or the course ends, the skills they’ve acquired may fade back into the textbook or disappear from lectures Working largely alone with their own thinking can be adequate but not varied or creative; discussing and brainstorming with peers can spark fresh ideas that feel alive in the learning situation With peer collaboration, students are more motivated and gain the self-confidence to express their own ideas in early drafts Finally, a heavy emphasis on correcting mistakes during writing can discourage further writing and reduce willingness to practice.
Two strong points of the product approach to teaching writing are widely acknowledged First, it provides a practical, step-by-step path for beginners: how to write a good sentence, how to link sentences into a coherent paragraph, and how to connect paragraphs into a solid essay through imitation and repetition from textbooks or the teacher; many learners cannot produce a good essay immediately, so gradual progression matters Second, the teacher's role remains to impart writing theory—grammar, word choice, cohesive device usage, ways to vary content, and effective essay organization—and to know how to balance guidance with letting learners take more control in the writing class.
While the product approach offers useful strengths for teaching writing, its value depends on how it’s integrated into instruction Teachers’ guidance and a solid grounding in writing theory provide beginners with a reliable foundation to guide their writing practice However, if learners rely exclusively on the teacher and textbook for knowledge and skills, they can become passive and may be unprepared when facing a new topic or a different kind of essay.