VIETNAM NATIONAL UNIVERSITY, HANOI
UIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES
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PRACTICE OF PEER WRITTEN FEEDBACK IN
PARAGRAPH WRITING SKILLS AMONG THIRD- YEAR
STUDENTS OF HANAM COLLEGE OF EDUCATION (HCE)
M.A. MINOR PROGRAMME THESIS
Field: English Teaching Methodology
Code: 60140111
HANOI, 2016
VIETNAM NATIONAL UNIVERSITY, HANOI
UIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES
*******************
PRACTICE OF PEER WRITTEN FEEDBACK IN
PARAGRAPH WRITING SKILLS AMONG THIRD- YEAR
STUDENTS OF HANAM COLLEGE OF EDUCATION (HCE)
M.A. MINOR PROGRAMME THESIS
Field: English Teaching Methodology
Code: 60140111
N
HANOI, 2016
i
DECLARATION OF AUTHORSHIP
I confirm that this is my own research, and that has not been published or submitted
for any other degrees.
Student’s signature
Phạm Thị Hồng
ii
ABSTRACT
The main aim of this minor thesis is to examine the way in which the third-
year students of HCE give feedback to their peer’s written paragraphs, the
difficulties students might encounter when responding to their peer’s writing, to
find out whether the method is effective.
In order to get adequate information for the study, document analysis of
students’ peer written feedback and survey method were applied. The participants
involved in the study were 20 third- year students from 2 classes of HCE.
The data analyzing suggests that the students gave feedback on all areas of
the paragraph especially on grammar and vocabulary. And, the study results also
reveal that peer feedback is effective to the students’ learning of writing.
Although the peer written feedback to students’ writing brings the certain
effectiveness, a large number of HCE still have difficulties in indicating the
mistakes in their peer’s writing and in giving suggestion to overcome those
mistakes.
iii
ACKNOWLEDGEMENTS
On completing this thesis, I own profound indebtedness to so many people,
without whose contribution and spiritual support I could not have accomplished it.
First of all, I would like to express my deepest gratitude to my supervisor Dr.
Huỳnh Anh Tuấn, for his scholarly instruction critical comments, great
encouragement and valuable materials, without which the thesis would not have
been completed.
I would like to send my heart-felt gratitude to the teachers at the Foreign
Language Department of Hanam College of Education (HCE) who have supported
me by giving useful advice and providing me with their useful teaching materials.
My sincere thanks also go to the third-year students of HCE for their patience and
willingness to do my survey questionnaire. Moreover, I would like to send my
gratitude to my family and my friends for encouraging me and supporting me
during the time of the thesis. Without them, I would not have been able to complete
this thesis.