VIETNAM NATIONAL UNIVERSITY, HANOI UIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES c. NGUYEN IA NGQC ANIL APPLYING PEER FEEDBACK IN LETTER WRITING: CHALLENGES AND SUGGESTIONS FOR IMPROVEMENT {Áp dụng hình thức nhận xét bạn học trong luyện tập kỹ năng viết thu: Những khú khăn và giải pháp để xuất) Tield: English Teaching Methodology (applied program) Code: 8140331 .01 TIANOI - 2018 VIETNAM NATIONAL UNIVERSITY, IIANOL UIVERSITY OF LANGUAGES AND INTERNATIONAL STUDLES: FACULTY OF POST - GRADUATE STUDIES KHE X ĐK ME DORE NGUYEN HA NGOC ANH APPLYING PEER FEEDBACK IN LETTER WRITING: CIIALLENGES AND SUGGESTIONS FOR IMPROVEMENT (Ấp dụng hình thức nhận xét bạn học trong luyện tập kỹ nang viết thư: Những khó khăn và giải phap dé xudt) Vield: Lnglish Leaching Methodology (applied program) Code: 8140231. Pham Lan Anh HANOI, 2018 DECLARATION OF ORIGINALITY Tam aware of and understand the University's policy on plagiarism and I declare that this thesis is my own work in the [ulfillmeut of the requirement for lie Degree of Master at laculty of Postgraduate Studies, University of Languages and Intemational Studies, Vieltam National Umversity, execpt for quolalions, and citations which have been acknowledged. NGUYEN HA NGOc ANH 4.
5, Potential difficulties in giving peer written feedback. Review of previous studies. Data collection instrumeut. Data collection procedure 17 5.
Data analysis procedute. sec CHAPTER 3: FINDINGS AND DISCUSSION 1. Results from questionaire.1 Students’ perceptions on peer feedback.LShudents’ perceptions on feedback in generat. Students’ perceptions on the benefits of peer feedback.
Students’ perceptions on the disadvantages of peer feedback. Students’ difficulties that they encountered when giving peer written feedback.3 Studenix’ follow — up activities after receiving peer feedback .4, Students’ expectations of using peer feedback in the future. Students’ opinions abiad solutions to overcome difficulties in giving peer feedback. Results from interview.
The reasons for these difficuliies of giving peer feedback in writing were recognized.2, Recommendations for improving peer feedback as well as writing skills. Recapilulations of main findings 2 2. The implication for teaching. Limitalions of the study 43 A, Suggestions for further stuđies,.
APPENINX I: SURVEY QUESTIONNATRE. APPENDIX I: INTERVIEW QUESTIONS FOR STUDENTS. APPENDIX I: THE RESULT OF INTERVIEW. APPENDIX IV: SAMPLE OF STUDENT'S INTERVIEW vii ABSTRACT Although wriling is an important component of laryguage, il is wot casy Lor learners to achieve the high level of writing and review other's work.
Therefore, a number of studies were done for peer feedback in writing. Nonetheless, this thesis is concerned with student's difficulties in giving peer fecdback in writing lcllors ol! application because it is regarded as the initial step to show their talent and experience aa well as Lo leave the first, impression on recrutters. This thesis was condnucled in an English center in Hanoi with 50 pre-intermediate university students. ‘The data of the research were collected by means of questionnaires, and interviews.
The results revealed the altitude of studsnis toward peer feedback as well as some difficulliss they had when they gave peer feedback in letter writing. Some solutions to the problem were also suggested in the study with the hope that students could overcome those problems Keywords: peer feedhack; letter writing; letter of application. TABLE OF CONTENTS DECLARATION OF ORIGINALITY. LIST OF FIGURES.
Rosoarch gbjoctiyes aDd ain,. The scope of the study 3 5. The significance of the study. Organization of the thesis 4 PART 2: DEVELOPMENT.
CHAPTER 1: The Literature Review. 1 Teaching writing skills 5 2. Teaching letter writing skills and letter of application. Eecdback and [sedback im wHl ing,.
Peer feedback in writing. The importance of peer feedback in writing. Types of feedback in writing TABLE OF CONTENTS DECLARATION OF ORIGINALITY. LIST OF FIGURES.
Rosoarch gbjoctiyes aDd ain,. The scope of the study 3 5. The significance of the study. Organization of the thesis 4 PART 2: DEVELOPMENT.
CHAPTER 1: The Literature Review. 1 Teaching writing skills 5 2. Teaching letter writing skills and letter of application. Eecdback and [sedback im wHl ing,.
Peer feedback in writing. The importance of peer feedback in writing. Types of feedback in writing ACKNOWLEDGMENTS This thesis would not be carried out and possible without the massive support and on-time encouragements of my professors, colleagues, students, and my family. Visst of all, | would be grateful to my supervisor Dr.
Pham Lan Anh who is a dedicated and inspired professor for making my study possible I would like to deeply thank Dr. Huynh Anh Tuan, support staffs and librarians al the Facully of Posigraduate Studies who arc kind and helpfut T wish lo express my sincere gratitude to my collcagues who helped me to find the necessary materials and gave me constructive comments. 1 would like to show my appreciation for our students involved in my study for their enthusiasm and patience. Finally, from bottom of my heart, I thank my parents, my beloved sister and my friends for their love and encouragements 4.
5, Potential difficulties in giving peer written feedback. Review of previous studies. Data collection instrumeut. Data collection procedure 17 5.
Data analysis procedute. sec CHAPTER 3: FINDINGS AND DISCUSSION 1. Results from questionaire.1 Students’ perceptions on peer feedback.LShudents’ perceptions on feedback in generat. Students’ perceptions on the benefits of peer feedback.
Students’ perceptions on the disadvantages of peer feedback. Students’ difficulties that they encountered when giving peer written feedback.3 Studenix’ follow — up activities after receiving peer feedback. vi PART 1: INTRODUCTION 1. Rationale English seems to have been adopted as the language of globalization these days as the language of global cullure and the international economy (Graddol, D.
Therefore, fluency in the four English macro skills seems to be one of the important factors in order to meet those requirements and to master the language. More specifically, two productive skills (speaking and writing) will be the main factors Lo decide the ability to use language and writing skills are regarded as the most difficult ones. Numan (1989) argues that writing is an extremely difficult cognitive activity which requires tlic learner to have control over various factors. Morcover, the writing is viewed in terms of isolated units such as orthography, sentence structure, and discourse level structure (Matsuda, 2006).
It comprises numerous skills and all types of knowledge from critical thinking, comprehension, problem — solving, reflection to revision. In other words, writing is a way to help people express their own thought, define themselves and the world, and clarify their ideas and knowledge as well as reinforce their grammar structure and vocalsulary Although strong writing skills may enhance students’ chances for success (Alexander, 2008), the majority of Vietnamese students lack proficiency im language Lo become successful upon graduation, Despite the fact that they spond years studying English, from primary to tertiary level, they are not capable of being fluent in English. As a consequences, [resh graduate students carmot create good impressions lor recruiters because of their English proficiency. More specifically, they may fail from the profile selection round and a letter of application is always considered the first It can be said that Ictter writing skills play an essential rele in contributing to students’ initial success in the society of modernization and industrialization.
llowever, writing a letter does not seem an easy task for most students. A lack of letter writing 1 LIST OF FIGURES/ TABLES Figure 1: Students’ percepbons on peer feedback m general Table 1: Students’ perceptions on the benefits of peer feedback Table 2: Students’ perceptions on the disadvantages of peer written feedback Table 3: Difficulties that students encounter when they do peer written feedback Table 4: Students’ follow — up activities after receiving peer feedback Table 5. Students’ expectations of using peer feedback in the future Table 6: Students’ opinions about solutions to overcome difficulties in giving peer feedback 4. 5, Potential difficulties in giving peer written feedback.
Review of previous studies. Data collection instrumeut. Data collection procedure 17 5. Data analysis procedute.
sec CHAPTER 3: FINDINGS AND DISCUSSION 1. Results from questionaire.1 Students’ perceptions on peer feedback.LShudents’ perceptions on feedback in generat. Students’ perceptions on the benefits of peer feedback. Students’ perceptions on the disadvantages of peer feedback.
Students’ difficulties that they encountered when giving peer written feedback.3 Studenix’ follow — up activities after receiving peer feedback. vi PART 1: INTRODUCTION 1. Rationale English seems to have been adopted as the language of globalization these days as the language of global cullure and the international economy (Graddol, D. Therefore, fluency in the four English macro skills seems to be one of the important factors in order to meet those requirements and to master the language.
More specifically, two productive skills (speaking and writing) will be the main factors Lo decide the ability to use language and writing skills are regarded as the most difficult ones. Numan (1989) argues that writing is an extremely difficult cognitive activity which requires tlic learner to have control over various factors. Morcover, the writing is viewed in terms of isolated units such as orthography, sentence structure, and discourse level structure (Matsuda, 2006). It comprises numerous skills and all types of knowledge from critical thinking, comprehension, problem — solving, reflection to revision.
In other words, writing is a way to help people express their own thought, define themselves and the world, and clarify their ideas and knowledge as well as reinforce their grammar structure and vocalsulary Although strong writing skills may enhance students’ chances for success (Alexander, 2008), the majority of Vietnamese students lack proficiency im language Lo become successful upon graduation, Despite the fact that they spond years studying English, from primary to tertiary level, they are not capable of being fluent in English. As a consequences, [resh graduate students carmot create good impressions lor recruiters because of their English proficiency. More specifically, they may fail from the profile selection round and a letter of application is always considered the first It can be said that Ictter writing skills play an essential rele in contributing to students’ initial success in the society of modernization and industrialization. llowever, writing a letter does not seem an easy task for most students.
A lack of letter writing 1 TABLE OF CONTENTS DECLARATION OF ORIGINALITY. LIST OF FIGURES. Rosoarch gbjoctiyes aDd ain,. The scope of the study 3 5.
The significance of the study. Organization of the thesis 4 PART 2: DEVELOPMENT. CHAPTER 1: The Literature Review. 1 Teaching writing skills 5 2.
Teaching letter writing skills and letter of application. Eecdback and [sedback im wHl ing,. Peer feedback in writing. The importance of peer feedback in writing.
Types of feedback in writing 1.4, Students’ expectations of using peer feedback in the future. Students’ opinions abiad solutions to overcome difficulties in giving peer feedback. Results from interview. The reasons for these difficuliies of giving peer feedback in writing were recognized.2, Recommendations for improving peer feedback as well as writing skills.
Recapilulations of main findings 2 2. The implication for teaching. Limitalions of the study 43 A, Suggestions for further stuđies,. APPENINX I: SURVEY QUESTIONNATRE.
APPENDIX I: INTERVIEW QUESTIONS FOR STUDENTS. APPENDIX I: THE RESULT OF INTERVIEW. APPENDIX IV: SAMPLE OF STUDENT'S INTERVIEW vii LIST OF FIGURES/ TABLES Figure 1: Students’ percepbons on peer feedback m general Table 1: Students’ perceptions on the benefits of peer feedback Table 2: Students’ perceptions on the disadvantages of peer written feedback Table 3: Difficulties that students encounter when they do peer written feedback Table 4: Students’ follow — up activities after receiving peer feedback Table 5. Students’ expectations of using peer feedback in the future Table 6: Students’ opinions about solutions to overcome difficulties in giving peer feedback ACKNOWLEDGMENTS This thesis would not be carried out and possible without the massive support and on-time encouragements of my professors, colleagues, students, and my family.
Visst of all, | would be grateful to my supervisor Dr.
