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Therefore, peer feedback is frequently applied but its effectiveness is yet undetermined. With an aim to have a deeper insight into this issue, a research on two classes of Vietnam Maritime University (VIMARU) in Hai Phong was carried out.
USING PEER WRITTEN FEEDBACK IN IMPROVING STUDENTS’ PARAGRAPH WRITING SKILLS Le Thi Minh Phuong1 Phan Thi Mai Huong2 INTRODUCTION Within the higher education context, peer feedback is frequently considered one of the important dominant tools in enhancing the process of learning English writing According to Hyland (1990), providing effective written feedback is one of the most important tasks for English writing teachers Ferris (1995) shares the same belief when claimed that teacher feedback has been indicated to be desirable for the development of student writing Bitchener, Young & Cameron (2005) debate that written feedback should be provided as it is often neglected and misunderstood by students There are some main reasons why a lot of teachers have chosen to use peer written feedback in the writing classroom First, peer feedback has great influence on the success of teaching and learning In this method, students exchange their papers to their peers It means that there are more opportunities for collaboration, consideration and reflection than oral negotiation and debate This is very necessary to the progress of teaching and learning English Second, peer feedback is essential to the teaching and learning writing because peer readers can provide useful feedback so that peer writers can revision effectively on the basis of the comments from peer readers Last, it is found that when students become critical readers of others’ writings, they will be more critical readers and revisers of their own writings However, using peer written feedback is not easy because students’ level of English proficiency is not always the same and this method also takes a lot of time from teachers and students Therefore, peer feedback is frequently applied but its effectiveness is yet undetermined With an aim to have a deeper insight into this issue, a research on two classes of Vietnam Maritime University (VIMARU) in Hai Phong was carried out By applying survey approach and analyzing documents of 80 third-year students, the writer learned more about the way students give feedback in paragraph writing, the difficulties students might encounter when giving feedback; and the effectiveness of this tool, hence, have a better decision whether to use this method in teaching the writing skills in the future or not LITERATURE REVIEW 2.1 Definition Various researchers define the term “feedback” in different ways, among which the definition from Hyland & Hyland (2006) is one of the most comprehensive Hyland views MA., Vietnam Maritime University 2 MA., Vietnam Maritime University 61 USING PEER WRITTEN FEEDBACK IN IMPROVING STUDENTS feedback is crucial for both encouraging and consolidating learning and this significance has also been recognized in the area of second language writing Indeed, “feedback is a key component of second language writing programs around the world, with product, process and genre approaches all employing it as a central part of their instructional repertoires” (Hyland & Hyland, 2006: 15) According to Chaudron (1988:33), feedback which is contrasted with the narrower notion of correction is therefore “an evitable constituent of classroom interaction” and “from the teacher’s point of view, the provision of feedback is a major means by which to inform learners of their accuracy of both their formal target language production of their classroom behavior and knowledge” It is a significant concern of students and teachers alike and both feel it is an important part of the writing process (Cohen & Cavalcanti, 1990; Ferris, 2002) It is therefore not surprising that much has been written about the issue both in teacher education and second language research literature 2.2 Different views of peer written feedback in the teaching and learning of writing 2.2.1 Arguments in favor of students’ peer written feedback in the teaching and learning of writing Peer feedback in many famous researchers’ point of view has a lot of advantages that help to make the teaching and learning of writing more effective One of key advantages of peer feedback is that both givers and receivers of feedback improved their writing ability and also enhanced their critical thinking skills Peer readers can provide useful feedback so that peer writers can and revision effectively on the basis of comments from peer readers And when students become critical readers of others’ writing, they will be more critical readers and revisers of the own writings In addition, Lundstrom and Baker (2009) carried out a study in a similar context to investigate whether it is receivers or givers of peer feedback who benefit most The authors point out that although the givers and receivers of feedback benefitted equally, students who gave feedback surpassed their peers in their writing abilities This strongly implies that students are able to look at their own writing in a more critical manner while they participate in the process of providing feedback Peer written feedback also gives the teacher a better chance of closely following the progress of individuals and groups (Rollinson, 2005) First, peer written feedback helps teachers check if students are giving the proper type of feedback and can provide actual examples of positive and negative feedback, which is difficult to with accuracy and depth in oral feedback Second, when writing assignments are turned in accompanied by the previous draft(s) and the peers’ comments, it is easier for teacher to ascertain which ideas originated with the student author and how well the student was able to respond to and incorporate the feedback and suggestions from peers, something that would not even be possible with What is more, teacher’ time may be saved by eliminating certain editing task, especially in large classes, thus freeing them for more helpful instructions and guidance 62 LÊ THỊ MINH PHƯƠNG, PHAN THỊ MAI HƯƠNG (Rollinson, 2005) Also, in large classes, teachers often not have enough time to write students with thorough feedback because peer reviewers will notice different aspects of the paper 2.3.2 Argument against peer written feedback in teaching and learning of writing While some of the above studies suggest positive aspects of peer feedback, other researchers point out that peer review is a difficult task According to them, this is due to various reasons A major problem with peer response is that students find it hard to identify problem areas and may even offer inaccurate or misleading advice (Horowitz, 1986) Students also find it difficult to judge the validity of their peers’ comments (Leki, 1990) Aspects such as cultural and educational backgrounds as well as a lack of training are significant factors that can contribute to the success or failure of peer feedback (Leki, 1992; Nelson & Carson, 2006) Another issue requiring some consideration is that student characteristics Rollinson (2005) also affirms that many students may not easily accept the idea that their peers are qualified enough to evaluate their writing, so they may need a significant amount of initial persuasion of the value of peer written feedback Besides, some students may feel uncomfortable to give critical comments either because they want to maintain group harmony or because they were reluctant to claim a degree of authority 2.3 Using written comments in peer feedback in writing There are various tools can be applied in peer feedback in writing such as oral comments, using checklists etc However, in this study, the researchers focus on students’ practice of giving written peer-feedback, the difficulties they might encounter, and whether the practice is effective in improving their writing skill In the written comment method, students, after reading their peers’ writings, give comments by writing down their notes or ideas on those Written comments that take the form of a paraphrase of the ideas, expresses, praises, questions, or suggestions are more productive than an end comment like “Good”, “Not Bad”, “Well done” An effective way for students to provide feedback to their peers is written comments on assignments and assessments Written feedback is concrete and permanent Their peers can read and reread the feedback to better understand and then improve their writing sheets better Shepherd (2005) and Black et al (2004) point out that students are more likely to meet their learning goals when commenting focus on the specifics of the learning task and the student’s learning issues The best comments help the student think about what he is doing well, identify what he needs to to improve and understand how to improve In this research, data was gathered through the analysis of the content of the feedback provided by peers For that purpose, a guideline of analysis have been designed based on the proposal of Nicol (2011) which evaluated the feedback through the following categories: - Task development 63 USING PEER WRITTEN FEEDBACK IN IMPROVING STUDENTS Feedback is centered on the objectives of the task Feedback is oriented towards the learning results Feedback could be transferred to other learning tasks or practical activities Feedback is balanced between the negative and positive aspects of assignment Feedback enhances students’ reflection Feedback stimulates the students’ implication and engagement with the task Feedback refers to the students’ competences - Formal aspects Language correctness Structural aspects of the assignment Use of norms of written communication Ability to produce changes - Motivational aspects Feedback is able to motivate and improve students’ self-esteem Assertiveness RESEARCH METHODOLOGY In order to accomplish the objectives, exploratory research was conducted between February to March 2020, among a non-random sample of 80 students from VIMARU undergraduate programs in third-year English major The participants were all the students involved in the subject Writing which types of paragraph writing imparted in the first year During the course, students have been introduced and involved in an experience based on the use of peer-assessment During this process, learners revise first draft of their peer’s piece of writing and give peer-feedback with the first time of free writing and the second time based on a given form In order to perform this task, at the beginning of the course specific guidelines on how they have to provide feedback, what kind of feedback they could provide and also they have been trained on the procedure At the end of the experience, a guideline for the analysis of the feedback has been designed Data was also collected through the administration of two questionnaires: one for students and another for the teachers 3.1 Research questions With such aforementioned aims, the study was carried out in order to answer these three research questions: What types of feedback the third-year students of VIMARU provide to their peers? What are the benefits of using peer assessment in writing from the students and teachers’ perspective? What are the shortcomings of using peer assessment in writing from the students and teachers’ perspective? 64 LÊ THỊ MINH PHƯƠNG, PHAN THỊ MAI HƯƠNG In order to obtain adequate information, this study used two methods including document analysis of students’ peer written feedback and survey questionnaire for students 3.2 Data collection and analysis procedure The author divided the process of the data collection into stages At the first stage, 80 students were asked to complete the feedback form Each one of the indicators in the feedback form is evaluated with a Likert scale from (less) to (a lot) The guideline was validated and piloted by the research team At the end of the process, all students provided a total of 237 feedback units Data gathered through semantic analysis was completed with information obtained through two questionnaires: one for the teacher and the other for the students Both contained closes items, in which each item had to be evaluated in a scale from to The participants could also freely express their opinions in an open section of the questionnaire The two questionnaires contain items organized around the following aspects: a Satisfaction in relation to the activity: satisfaction with regard to the frequency of the feedback, to the workload, to the training received at the beginning of the activity b Aspects related to the feedback received: feedback helps to develop competences, to enhance the learning process, to improve future learning, and to improve engagement with learning All 80 students involved in the experience have answered the questionnaires at the end of the process In addition, all four teachers teaching the subject were also asked to complete the questionnaires DATA ANALYSIS This part demonstrates the result of data gathered from both teachers and students and the semantic analysis responses obtained from the final evaluation questionnaires The results are divided in two main sections: on the one hand, a descriptive analysis of the type of feedback that the students have given to their colleagues; and on the other hand, the data of the questionnaires of the students and teachers on their experience of peerassessment developed in the classroom 4.1 Student’s practice of giving peer written feedback 4.1.1 Feedback on paragraph organization The four main points in paragraph organization the students were expected to give feedback to are the topic sentence, supporting ideas, the conclusion and the coherence of the whole paragraph Students were informed to focus on these four main points when giving feedback to their peers The data analysis shows that not many students focused on the mistakes related to the paragraph organization From the data analysis, it is revealed that percentage of students who gave feedback on coherence is the least (only 20%) Coming after is conclusion (30 %) The percentage of 65 USING PEER WRITTEN FEEDBACK IN IMPROVING STUDENTS students who gave feedback on supporting ideas was higher but not much which takes up only 35% And the highest percentage of area students gave feedback on was topic sentence It makes up 45% And among students gave feedback on paragraph organization, there is students (30%) providing suggestions for their peers to correct the mistakes while the rest did not 4.1.2 Feedback on grammar In contrast to paragraph organization, all students paid attention to grammar when they gave feedback to their peers They indicated the mistakes for their peers by underlining the mistakes and using the symbols to call out the name of mistakes Although all students indicated the mistakes of grammar, not all of them provided suggestion for correcting mistakes 55% the students provided suggestion while 45% of them did not The most common mistakes related to grammar that students made were use of verbs, articles, preposition and punctuation Therefore, only these kinds of mistakes were examined more closely to see how students gave feedback on grammar There are totally 138 indicated mistakes of the four types However, the mistakes indicated in each type have different percentage The highest percentage belongs to the mistakes related to the use of verbs (72%) The number of mistakes related to articles and preposition are nearly the same (one is 8% and the other is 7%) The number of punctuation mistakes indicated is the lowest It is only 5% Among 138 mistakes indicated, students only provided 61 suggestions (44%) And there are only 53 correct suggestions and the rest are incorrect Although the percentage of the indicated punctuation mistakes is the lowest, the percentage of the correct suggestion for it is the highest (50% equally to the article (50%) In contrast, the percentage of correct suggestions for verb mistakes is lowest (11%) while the percentage of correct suggestion for mistakes related to the use of preposition is 40 % 4.1.3 Feedback on vocabulary Beside grammar, vocabulary is also important to students when they want to improve their writing Therefore, students pay much attention to vocabulary when giving written feedback to their peers’ writing It is reason why all students indicated the mistakes and used symbols to call out the names of mistakes However, after showing the mistakes, not all of students provided suggestions to correct the mistakes The percentages of suggestion provided makes up only 38% while 62% did not Of all the vocabulary mistakes in writing, the most mistakes that students made were those related to word form, word order, word choice Therefore, only these kinds of mistakes were examined more closely to see whether the feedback actually helped students improve their use of vocabulary in writing or not There are totally 292 indicated mistakes of the four types However, the mistakes 66 LÊ THỊ MINH PHƯƠNG, PHAN THỊ MAI HƯƠNG indicated in each type have different percentage The highest percentage belongs to the mistakes related to the word choice (57%) The percentage of mistakes related to word form is 24% And the rest is the word order Among 292 mistakes indicated, students only provided 80 suggestions And there are only 56 correct suggestions and the rest are incorrect The percentage of the word choice it is the highest (85%) The percentage of correct suggestions for word order mistakes is lowest (10%) The percentage of correct suggestion for mistakes related to the word form is 20% 4.1.4 General comments feedback The data show that not all students gave general comments on their peers’ writing sheets Only 65% of them gave while 35% did not However, students tended to give short statements or general comments not specific They are usually “Good”, “good content”, “good idea” “very good”, “Not bad”, “Need improved”, “To many mistakes”, “bad writing” 4.1.5 Students’ using the checklist when giving feedback Analysis of the students’ feedback showed that all the students followed the checklist when giving feedback to their peers 12 of them (15%) gave some specific comments with clear suggestions for improvement concerning both the organization and the lexico-grammatical mistakes (although the feedback givers themselves made several mistakes while giving their comments), e.g.: “This topic sentence is very good That’s interesting memory Your written have many mistakes about tense You should use the past simple tense in your written The reader can understand the relationship between the ideas in the paragraph It’s a paragraph so you shouldn’t write with essay form” (feedback on Phung Thi Hoa’s writing) However, for most of the students (85%), the feedback is general, without much specific desirable information The students pointed out the mistakes but not all gave specific suggestions for their peer correcting the writings For example, when they gave their general comments, they only wrote “content is very simple, and it isn’t clear” without giving the reasons why the content is simple or in what ways it is not clear, and how to make the content sophisticated and clearer 4.2 Students’ difficulties when giving written feedback to their peers’ writings Analysis of this session is to answer question and is based on the students’ responses to the questionnaire When giving feedback to their peers’ writing, students were encouraged to indicate the mistakes and provide correct suggestions Therefore, this survey questionnaire was used to examine the difficulties students coped with when indicating the mistakes and providing correct suggestions And of course, in this part, the author only focusses on the difficulties directly related to the paragraph writing only 67 USING PEER WRITTEN FEEDBACK IN IMPROVING STUDENTS 4.2.1 Students’ difficulties in indicating the mistakes in their peers’ writings As shown in the table below, with different aspect students have different levels of agreement (Percentage of students) Students’ difficulties in Strongly Strongly indicating the mistakes related Agree Neutral Disagree agree disagree to or commenting on: a The grammatical structure of 40 16 16 the topic sentence b The controlling idea conveyed 24 36 16 in the topic sentence c Whether the topic sentence is 28 24 8 12 too general or too specific d The relevance of the supporting 16 24 20 12 ideas e The use of transitional devices 12 28 12 12 16 f The use of verbs 12 20 40 g The use of articles 12 24 32 h Punctuations 8 28 32 i Prepositions 16 20 20 16 j Word order 20 24 16 12 k Word choice 24 28 12 l Word form 20 12 8 Table: Students’ difficulties in indicating the mistakes in their peers’ writings 4.2.2 Students’ difficulties in providing suggestion the mistakes in the peers’ writings When giving the feedback to their peers’ writing, beside help the peer indicates the mistake, the students also are encouraged to provide suggestion to help their peers improve the writing sheets Therefore, this part would investigate the difficulties students coped with when providing suggestion to improve the mistakes (Percentage of students) Students’ difficulties in providing Strongly Strongly Agree Neutral Disagree suggestion the mistakes related to agree disagree a The grammatical structure of the 28 32 8 topic sentence b The controlling idea conveyed in 36 28 4 the topic sentence c Whether the topic sentence is too 24 36 12 4 general or too specific d The relevance of the supporting 20 24 20 12 ideas e The use of transitional devices 12 32 16 12 68 LÊ THỊ MINH PHƯƠNG, PHAN THỊ MAI HƯƠNG f The use of verbs 12 20 40 g The use of articles 16 24 20 12 h Punctuations 20 16 12 24 i Prepositions 20 16 24 12 j Word order 16 16 28 16 k Word choice 24 32 20 l Word form 24 20 16 16 Table: Students’ difficulties in providing suggestion the mistakes in the peers’ writings 4.2.3 Students’ improvement in grammar after receiving peer written feedback Like paragraph organization, in order to find out answer for the question whether peers written feedback helps students improve their writing or not, the author compared between the students’ first drafts and their second ones The author focuses on the mistakes indicated in the first drafts and the way they were corrected in the second ones The number of mistakes The number of mistakes changed indicated in the first drafts correctly in the second drafts The use of verbs 448 372 Articles 44 36 Prepositions 40 28 Punctuation 28 20 Table: Students’ improvement in grammar after receiving peer written feedback 4.2.4 Students’ improvement in vocabulary after receiving peer written feedback Types of mistakes The number of mistakes The number of mistakes changed indicated in the first drafts correctly in the second drafts Word order 52 36 Word form 72 32 Word choice 164 60 Table: Students’ improvement in vocabulary after receiving written feedback FINDINGS AND DISCUSSION 5.1 Findings Firstly, the data shows out that when giving the feedback to their peers ‘writing, with four main areas (paragraph organization, grammar, vocabulary and general written comment), students tended to pay much attention to the grammar and vocabulary All of students indicated the mistakes related to grammar and vocabulary And besides, a great number of students also give suggestions to correct those mistakes Students pay little attention to paragraph organization About the general written comment, students did not know how to give useful comment to help their peers to improve their writing The second, the data shows the difficulties of students when giving feedback to their Types of mistakes 69 USING PEER WRITTEN FEEDBACK IN IMPROVING STUDENTS peers’ writing The percentage of students who had difficulties in indicating the mistakes and in providing suggestions to improve mistakes is higher than the percentage of those who did not In addition, there were still a large number of students who stayed neutral The last is the result related to the improvement after receiving the feedback from their peer According to the data, there was little improvement in paragraph organization of the second draft About grammar and vocabulary, with the written feedback from their peers, students improved their writing much However, the percentage of grammar is higher 5.2 Implications for teaching of writing using peer written feedback 5.2.1 Pre-training activity First, the teacher should train their students the way to evaluate their writing The teacher should introduce a checklist with the basic criteria for students to follow Base on this set of criteria, students could decide whether their writing is good or not While introducing those criteria, teacher should explain each criterion specially and clearly to avoid misunderstanding and ambiguity For example, the teacher can provide students with some examples or small tasks and then ask them to work individually, in pairs or groups to decide whether they are good paragraph or not In this way, students not only know what they should focus when giving comments on their peers’ writing, but also know which aspects they should pay attention to when creating a paragraph Secondly, the teacher should raise the students’ awareness of importance of peer written feedback to their writing and ask them not only to revise their own work but also give their friends comments with greater responsibility The teacher should show that they themselves highly appreciate the work of giving peer feedback and promise to give critical responders some bonus remarks 5.2.2 Intervention activity The intervention activity is an on-going activity which means that the teacher has a great responsibility for maintaining a close contact with students and intervene in their process of practicing peer written feedback because although students can provide their friends helpful feedback, they still encounter with a lot of difficulties which need to be solved with the teacher’ help The teacher can move around or sit beside students to provide support and sometimes can express their own opinion of students’ work or students’ way of commenting In this way, both students and teacher can get benefits from the on-going process because the students can have chance to ask their teacher about some misunderstanding problems and the teacher can have an overall picture of peer written feedback activity 5.2.3 Communicative discussion after peer written feedback activity Teacher can pick out some typical writing mistakes and problems and give students chances to comment and make suggestions on such mistakes The teacher can give the writers time to raise questions about their uncertainties about peer feedback and the reviewers have chances to give full explanation for their comments This activity helps students understand more about each other 70 LÊ THỊ MINH PHƯƠNG, PHAN THỊ MAI HƯƠNG 5.3 Implication for learning of writing using peer written feedback Firstly, students should read and remember all criteria in the checklist introduced by the teacher During the process of giving feedback, if students encounter with any difficulty, they should ask the help from their teacher Secondly, students should be responsible when giving feedback to their peers’ writing because these comments help their friends improve their writing better or worse Moreover, when giving feedback to their friends, they become more critical and this helps them become the good writers Lastly, when giving feedback, students should try their best to cover all the criteria in the checklist, students should avoid pay too much attention on one aspect and ignore the other CONCLUSION Peer feedback is an important and effective tool in improving students’ paragraph writing skills When giving feedback to their peer, students tended to pay much attention to the grammar and vocabulary while paying little attention to the paragraph organization They also not know how to give general written comments The percentage of students indicating the mistakes and providing suggestions related the grammar and vocabulary is higher than other aspects Besides, students also had a lot of difficulties in indicating the mistakes and in providing suggestions to improve mistakes The most difficult aspect for student is the paragraph organization To help students give peer written feedback more effectively, the teacher should carry out some activities including pre-training activity, intervention activity and some communicative discussion after peer written feedback Regarding pre-training, the teacher should pre-train the students to evaluate writings as well as how to give feedback on these writings effectively The teacher also raises the students’ awareness of practicing of giving peer written feedback Moreover, regarding intervention activity, the teacher can support students during writing by helping them find the solutions to some problems they cope with while practicing the peer written feedback In addition, organizing some communicative discussion after peer written feedback is also necessary to give students chances to share their experience and understand each other Finally, students should read and remember all criteria in the checklist introduced by the teacher During the process of giving feedback, if students encounter with any difficulty, they should ask the help from their teacher In addition, students should be responsible when giving feedback to their peers’ writing because these comments help their friends improve their writing better or worse And students should try their best to cover all the criteria in the checklist and avoid paying too much attention on one aspect while ignoring the other REFERENCES [1] ƠBitchener, J., Young, S., & Cameron, D (2005) “The effect of different types of 71 USING PEER WRITTEN FEEDBACK IN IMPROVING STUDENTS corrective feedback on ESL student writing” Journal of Second Language Writing, 14, 191-205 [2] Black et al (2004) Assessment for Learning: putting it into practice Buckingham: Open University Press [3] Chaudron, C (1988) “The effects of feedback on students’ composition revisions”, RELC Journal, 15, p.1-14 [4] Cohen, A.D (1998) Strategies in learning and using a second language Longman [5] Ferris, D (1995) “Can advanced ESL students become effective self-editors?” The CATESOL Journal, 8, p.41-61 [6] Hyland, K; & Hyland, F., (2006) “Feedback on second language students’ writing.” Language Teaching, 39, 2, p 83-101 [7] Horowitz (1986) Feedback in second language writing: Teacher and student attitudes and preferences Cambridge University Press [8] Leki, L (1990) Coaching from the margins: Issues in oral and written responses Cambridge University press [9] Keh, C.L (1990) “Feedback in the writing process: a model and methods for implementation”, ELT Journal, 44, p.294-303 [10] Rollinson, P (2005) “Using peer feedback in the ESL writing class”, ELT Journal, 59, p.23-29 SỬ DỤNG Ý KIẾN PHẢN HỒI TỪ BẠN HỌC TRONG VIỆC CẢI THIỆN KỸ NĂNG VIẾT ĐOẠN CỦA SINH VIÊN LÊ THỊ MINH PHƯƠNG Trường Đại học Hàng hải Việt Nam PHAN THỊ MAI HƯƠNG Trường Đại học Hàng hải Việt Nam Tóm tắt: Trong giáo dục đại học, phương pháp sửa lỗi đồng đẳng thường sử dụng để cải thiện kỹ viết tiếng Anh sinh viên, nhiên, mức độ hiệu phương pháp chưa kiểm chứng Để tìm hiểu thêm cách thức sinh viên phản hồi viết bạn, khó khăn họ gặp phải viết phản hồi, tìm cơng cụ hữu hiệu cho sinh viên viết phản hồi, tác gỉả sử dụng phương pháp nghiên cứu khảo sát phân tích viết sửa lỗi 20 sinh viên năm thứ ba trường đại học Kết cho thấy sinh viên sửa lỗi tất khía cạnh đoạn văn, đặc biệt cách sử dụng từ vựng ngữ pháp Phương pháp mang lại hiệu định việc cải thiện kỹ viết sinh viên Tuy nhiên, nhiều sinh viên gặp khó khăn việc lỗi gợi ý sửa lỗi Để giải vấn đề này, số gợi ý việc dạy học sử dụng phương pháp sửa lỗi đồng đẳng tác giả đưa thảo luận thêm phần cuối chương Từ khóa: Phản hồi ngang hàng, phản hồi ngang hàng cho viết, tính hiệu quả, ngữ pháp, từ vựng 72 ... views of peer written feedback in the teaching and learning of writing 2.2.1 Arguments in favor of students’ peer written feedback in the teaching and learning of writing Peer feedback in many... authority 2.3 Using written comments in peer feedback in writing There are various tools can be applied in peer feedback in writing such as oral comments, using checklists etc However, in this study,... Table: Students’ difficulties in indicating the mistakes in their peers’ writings 4.2.2 Students’ difficulties in providing suggestion the mistakes in the peers’ writings When giving the feedback