VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LƯU NGỌC LY IMPACTS OF PEER REVIEW TRAINING ON FRESHMEN’S PEER FEEDBACK ACTIVITY AT FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION, ULIS – VNU ẢNH HƯỞNG CỦA VIỆC HƯỚNG DẪN NHẬN XÉT BÀI VIẾT CHO BẠN HỌC TỚI HOẠT ĐỘNG PHẢN HỒI BÀI VIẾT CỦA SINH VIÊN NĂM THỨ NHẤT, KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐHNN, ĐHQG HÀ NỘI M.A Combined Programme Thesis Field: English Language Teaching Methodology (ELT) Code: 60 14 10 Hanoi, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LƯU NGỌC LY IMPACTS OF PEER REVIEW TRAINING ON FRESHMEN’S PEER FEEDBACK ACTIVITY AT FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION, ULIS – VNU ẢNH HƯỞNG CỦA VIỆC HƯỚNG DẪN NHẬN XÉT BÀI VIẾT CHO BẠN HỌC TỚI HOẠT ĐỘNG PHẢN HỒI BÀI VIẾT CỦA SINH VIÊN NĂM THỨ NHẤT, KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐHNN, ĐHQG HÀ NỘI M.A Combined Programme Thesis Field: English Language Teaching Methodology (ELT) Code: 60 14 10 Supervisor: Đinh Hải Yến, M.Ed Hanoi, 2011 TABLE OF CONTENTS PART A: INTRODUCTION 1 Rationale of the study Aims of the study and research questions Scope of the study Research methodology Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Teaching writing 1.1.1 Reasons for teaching writing 1.1.2 Approaches to teaching writing 1.1.2.1 Product vs process approach 1.1.2.2 Genre approach 1.1.2.3 Creative writing approach 1.2 Peer review 1.2.1 Definition of peer review 1.2.1.1 Old concept of review 1.2.1.2 Contemporary concept of review 10 1.2.2 Benefits of peer revision 11 1.2.3 Problematic aspects of peer revision 13 1.2.4 Ways to create effective peer revision 14 1.2.4.1 Creating effective peer revision groups 15 1.2.4.2 Peer review training 16 CHAPTER 2: METHODOLOGY 21 2.1 Rationale for the use of action research 21 2.2 Context of the study 23 2.2.1 Participants 23 2.2.2 The writing course for freshmen at ULIS, VNU 24 2.3 Intervention 26 2.3.1 In-class modeling 26 2.3.2 Small group conference 29 2.4 Instruments 30 2.5 Data collection procedure 31 2.6 Data analysis methods 33 CHAPTER 3: RESULTS, DISCUSSION AND IMPLICATIONS 35 3.1 Results from student writing analysis 35 3.1.1 Quantity of students‘ comments before and after training 35 3.1.1.1 Total number of comments before and after peer review training 35 3.1.1.2 Comparison of mistakes made by writers and comments made by peers 36 3.1.1.3 Discussion of research question 37 3.1.2 Quality of students‘ comments before and after training 38 3.1.2.1 Comparison between global comments and local comments before and after peer review training 38 3.1.2.2 Comparison of the specification of comments before and after training 42 3.1.2.3 Comparison of the relevance of comments before and after training 43 3.1.2.4 Discussion of research question 2…………………………………….…46 3.2 Results from interviews with students………………………………… ………….47 3.2.1 Students‘ reactions to peer review training as reviewers 47 3.2.2 Students‘ reactions to peer review training as writers 53 3.2.3 Discussion of research question 56 3.3 Implications 59 3.3.1 Before training 59 3.3.1.1 Preparation 60 3.3.1.2 Pre-training activities 61 3.3.2 While training 62 3.3.3 After training 63 PART C: CONCLUSION 65 Summary and conclusion of the study 65 Limitations of the study 67 Recommendations for further study 68 References 69 Appendix Appendix Appendix LIST OF TABLES Table 1: Detailed program of the study 32 Table 2: Aspects of writing analysis …………………………………… ……………….33 Table 3: Number of comments before vs after training …………… …… 35 Table 4: Amount of peer comments vs mistakes students made ………… 37 Table 5: Percentage of global and local comments before vs after training …………………………………………………………………………………………… 39 LIST OF FIGURES Figure 1: White and Arndt process writing model Figure 2: Percentage of comments in certain aspects before vs after training 40 Figure 3: Comparison of the specification of comments before vs after training 42 Figure 4: Relevant comments vs irrelevant comments before and after training 44 Figure 5: Relevant comments vs irrelevant comments before training 44 Figure 6: Relevant comments vs irrelevant comments after training…………………… 45 PART A: INTRODUCTION Rationale of the study: In Vietnam, the teaching of English as a foreign language begins formally from as early as the elementary level up to the tertiary level and is regarded as one of the most important academic subjects at all levels‘ curricula In teaching English, attention is paid to all four skills in second language acquisition though it is not equal Not until reaching tertiary level can students learn writing in a systematic way From my two year-experience as a university instructor of English, specialized in teaching writing to freshmen at University of Languages and International studies, Vietnam National University (ULIS – VNU), I recognized that the students faced many difficulties in this important subject To help them overcome those problems, at first, as any novice teachers, I tried my best to correct or give comments to all my students‘ problems in their writing However, gradually, I recognized that correcting all students‘ mistakes was not a good way to help them as it made them feel demotivated when receiving a corrected version which was full of red ink Moreover, when all the problems were identified, students did not think much about them Therefore, they continued making the same mistakes even though such mistakes had been repeatedly pointed out to them Various kinds of feedback such as direct feedback, indirect feedback, written feedback, spoken feedback, and focused feedback were applied, but no obvious difference was noticed In the process of finding a solution to the problem in my writing class, accidentally came to my mind was the notion of ―peer feedback‖ or ―peer response‖ by Rollinson (2005) in his article entitled ―Using peer feedback in the ESL writing class‖ In his article, he stated that peer feedback has been generally advocated in the literature as ―a potentially valuable aid for its social, cognitive, affective, and methodological benefits‖ (Mendoca and Johnson, 1994, Villamin and de Guerrero, 1996 as cited in Rollinson, 2005, p 1) However, in applying peer feedback, more problems than benefits were witnessed The reasons for that have preliminarily 10 been identified as the result of students‘ lack of basic knowledge and experience in peer response activity In order to find a workable solution to the given problem, I have consulted many materials and read many previous studies on the field Stanley (1992) suggested training students to be familiar with the genre of their peer‘s writing and using effective communication in peer review The results of her experiment research revealed that the experimental group made more responses and more types of responses than the control group Zhu (1995) utilized a small group conference approach in his experiment research to L1 peer responders in freshman composition classes The researcher came to a conclusion that such peer training brought about significant effects on both the quantity and quality of peer feedback Min (2006) carried out a research on peer training to examine the effects of trained peer review on EFL students‘ revision types and quality The researcher also asserted the positive effects of trained peer review on students‘ feedback However, the benefits of peer review training on the improvement of students‘ peer feedback and writing quality has never been verified in Vietnamese context Therefore, with the support in the theory and the urge of finding a practical solution to improve the practice of the peer feedback, I decided to conduct this study on peer review training Aims of the study and research questions: The study is designed to investigate the effects of peer review training on the quality of students‘ peer review activity at ULIS – VNU It aims to achieve three objectives - To investigate the quantity of students‘ comments to their peer‘s writing before and after peer review training - To investigate the quality of students‘ comments to their peer‘s writing before and after peer review training - To investigate students‘ reactions to peer review training as both writers and reviewers 11 In order to achieve the above-mentioned aims, the research questions of the study are set out as follows 1) Is there any difference in quantity of students‘ comments to their peer‘s writing before and after peer review training? 2) Is there any difference in quality of students‘ comments to their peer‘s writing before and after peer review training? 3) What are students‘ reactions to peer review training? Scope of the study: Most of first year students, when entering university, are beginners in academic writing and peer review activity, so they have a lot of difficulties and need much help provided by teachers One thing teachers can for their students is the provision of peer review training so that students know how to give comments to their peer‘s writing effectively, from which they can co-learn and improve their own writing Therefore, the scope of this study is limited to investigating the impacts of peer review training on first year students only Accordingly, the subjects chosen for this study are first year students at Faculty of English Language Teacher Education, ULIS – VNU who finished their first semester at university and are in their second one Research methodology: To find out the answers to the proposed research questions within the scope of the study, the main research method employed in this study is an action research whose intervention was in the form of discussion, in-class modeling as suggested by Min (2005) and small group conference as adapted from Zhu (1995) Participants were a class of 18 students where the researcher worked as a writing teacher In order to collect sufficient data to fully address the three given research questions, this study utilized two data collection instruments The first instrument is writing analysis The data for 81 APPENDIXES Appendix 1: PEER REVIEW GUIDELINES I Paragraph organization: Topic sentence: - Is there a topic sentence? Yes/ No - Is the topic sentence grammatically correct? If no, identify and comment about them - Does it announce the topic and convey the controlling idea? If no, what does it lack? - Is it too general or too specific? Supporting ideas: - Does every sentence in the paragraph support the controlling idea expressed in the topic sentence? Yes/ No Why/ Why not? - Are there enough details and examples to support the controlling ideas effectively? Yes/ No Why/ Why not? Conclusion: - Is there a concluding sentence? - Is the conclusion relevant to the topic of the paragraph? If not, why? II Coherence and unity: Coherence: Does the paragraph have coherence; that is, does it flow smoothly from beginning to end? - Are pronouns consistent? - What transition signals can you find? - Are the transition signals appropriately used? Unity: Is there anything unnecessary or that seems ―off the topic?‖ Yes/No: a If your answer is yes, write a comment about it/them III Grammar: - Are all the verbs used correctly? Identify and comment - Is there any error related to articles in the writing? Identify and comment 82 - Is there anything wrong with the use of preposition? Identify and comment - Are there any punctuation mistake? Identify and comment - Are there any spelling mistake? IV Vocabulary - Are the words in the correct order? Identify and comment - Do you think that your friend use the right words? Identify and comment - Do you think that your friend use the right word form? Identify and comment V General: Is the paragraph interesting? What you like best about this paragraph? What is the best feature of this paragraph? Do you understand everything? Circle or underline any part that you not understand, and write a comment about it 83 Appendix 2: ANONYMOUS WRITING SAMPLES In my family, I love grandmother most She has lived with my family since I was born She has looked after me from that time now, so my grandmother is considered as my second mother This year, she is in her seventies but she is still strong Her complexion has tortoiseshell spot but her face reveals kind She has long and snow-white hair with a small bun and all-black eyes I make sure that when you meet her, you will be attracted by her warm voice Thanks to her voice, she helps to sink deeply in a pleasant sleep with many wonderful stories She likes joyful atmosphere of the family, so on Saturdays or Sundays, she holds a small party to gather the off springs Especially, she is extremely humorous but very strict with our study Collecting many idioms and teaching us are her hobby According to the old‘s habit, she often goes to pagoda to pray for blessings for the off springs and to keep her mind at peace after hard work of a month I hope that I will always be as optimistic and joyful as her when I am at her age My biggest wish is that my grandmother will live forever with us 84 My last vocation gave me enchanting emotions about Catba island‘s natural beauty The scenery which impressed me first is magnificent widespread beaches with golden sand which looked as glorious as the sun The murmur of waves reminded me lulling song in my child hood I felt the salty scent of water here so different from other seas In particular, the stunning view at sunset over Lanha bay gave me strong inspiration On the golden background of the horizon and the dark blue of the sea, the seagull hovered in the sky and the afterglow gradually faded All contributed immense and fascinating space to contemplate Going along the beaches, I saw a sight of sheer vertical cliffs with spectacular rock relief and bizarre rock formations Below the cliffs, there were a lot of awe inspiring caves and grottos Going through these caves gave me thrilling feelings like an explorer because of horrified darkness and echoes of the wind and waterfalls Coming out of the caves, I visited tropical rainforests with a variety of plants and animals The chirping of insects and song of birds among thousands of luxuriant tall tress was the same in the forests in fairy tales Not only scenic beauty endowed by nature but also inhabitants here attracted visitors like me They were so warm heart, friendly and helpful In general, spectacular scenery and a high diversity of landscapes created distinctive Catba charm for me and all visitors 85 Appendix 3: ERROR CORRECTING SYMBOLS Symbol Explanation Symbol Explanation Modifiers: General Items: // New paragraph Adj Use adjective ? Meaning unclear Adv Use adverb  Add omitted word/s poss Use possessive form  Omit word/s; not Prepositions WF Right word but wrong Prep expr form Add preposition Expression (affected by L1) Punctuation: Syntax: C/CAP Capitalize ( ) F/ Frag Fragment error P Incorrect punctuation ( ) R/ R-O Run- on sentence 86 Nouns: S/V Subject/ verb needed pro agr Pronoun agreement WO Wrong order art mistake coh Coherence (one idea ger/ G Article mistake does not lead to the N Use gerund next) num/ # Use noun ss pro/PR Number; singular  Connectors REF plural) Conj/ Conn Sentence structure Incorrect conjunction / connective Use pronoun Pronoun reference L Link/combine unclear R/PR Add relative pronoun Verbs: Lexical VC Voice change SV agr Subject/ verb agreement sp Incorrect spelling vt/ VT Wrong verb tense wch/ ww Word choice/wrong word vf/VF Incorrect verb form Style mod Modal problem Informl Too informal aux Auxiliary verb PAR Faulty parallelism inf Use infinitive T/S Improve topic sentence cond Incorrect use/ formation of PARA/UN Lack of paragraph unity a conditional sentence TRANS Transition needed items Source : Writing Focus (2006), Division 1, FELTE, ULIS – VNU , Vietnam National University Press REFERENCES Aires, B (2010) Process approach to the teaching of writing Thames Valley University, MA in ELT, Retrieved May 2010 from http://www.lexiconcamella.com/index.php?option=com_content&view=article&id=160%3Aprocessapproach-to-the-teaching-ofwriting&catid=63%3Apublicaciones&Itemid=171&lang=es Allaei, S K., & Connor, U.M (1990) Exploring the dynamics of cross-cultural collaboration in writing classrooms The Writing Instructor, 10, 19–28 Altricher, H & Gstettner, P (1993) Action research: a closed chapter in the history of German social science Educational action research, (3), 329-60 Associates Badger, R., & White, G (2000) Product, process and genre: Approaches to writing in EAP [Electronic version] ELT Journal, 54(2), 153-160 Berg, E C (1999) The effects of trained peer response on ESL students’ revision types and writing quality Journal of Second Language Learning, 8, 215-241 Chrisholm, R M (…), Introducing students to peer review of writing, Writing Acrossacross the Curriculum, Vol III, No Clark, I et al (2003) Concepts in composition, theory and practice in the teaching of writing London: Lawrence Erlbaum associates publishers Cohen, L., Manion L., & Morrison K (2007) Research Methods in Education, 6th edition, London and New York: Routledge Corey, S M (1953) Action research to improve school practice New York: Teachers College, Columbia University Dornyei, Z (2003) Questionnaires in Second language research: Construction, Administration, and Processing Lawrence Erlbaum Ebbutt, D (1985) Educational action research: some general concerns and specific quibbles In R Burgess, Issues in educational research: qualitative methods Lewes: Falmer, p 152-74 Edge, J (1989) Mistakes and Correction Harlow: Longman Elbow, P, & Belanoff, P (1989) Sharing and responding New York: Random House Hansen, J G & Liu, J (2005) Guiding principles for effective peer response ELT journal, 59/1, 31-38, Oxford: Oxford University Press Harmer, J (2001) The Practice of English language teaching, 3rd ed., Harlow: Longman Hu, G (2005) Using peer review with Chinese ESL student writers Language Teaching Research, 9(3), 321–342 Hyland, F (2000) ESL writers and feedback: Giving more autonomy to students Language Teaching Research, 4, 33-54 Hyland, K & Hyland, F (2006), Feedback in second language writing context, Cambridge: Cambridge University Press Kemmis, S & Mc Taggart, R (1988), The action research planner (2nd ed.) Geelong, Vic: Deakin University Press Kim, M S (2007) Genre-Based Approach to Teaching Writing, p.33-39 Retrieved May 31, 2010 from web1.hpu.edu/images/ /TESL_WPS/07Kim_Genre_a17238.pdf Lannon, J M (1989) The writing process: a concise rhetoric, 3rd ed., Scott, Foresman, and Company Lecturers at Division 1, FELTE, ULIS – VNU (2006) Writing Focus Hanoi: Vietnam National University Press Lindemann, E (1995) A rhetoric for writing teachers (3rd ed.) New York & Oxford: Oxford University Press Mendonca, C O & Johnson, K E (1994) Peer review negotiations: Revision activities in ESL writing instruction TESOL Quarterly, 28(4), 745-768 Miao, Y., Badger R., & Zhen Y (2006) A comparative study of peer and teacher feedback in a Chinese EFL writing class, Journal of Second Language Writing 15 , p 179–200 Min, H T (2006) The effects of trained peer review on EFL students’ revision types and writing quality, Journal of Second Language Writing 15, p 118–141 Min, H.-T (2005) Training students to become successful peer reviewers System, 33(2), 293–308 Murray, D M (1978) Internal revision: A process of discovery (pp 85-104) In C R Cooper &L Ode11 (Eds.), Research on composing: Points of departure Urbana, IL: NCTE Nelson, G L., & Carson, J G (1998) ESL students’ perceptions of effectiveness in peer response groups Journal of Second Language Writing, 7, 113–131 Paulus, T (1999) The effect of peer and teacher feedback on student writing Journal of Second Language Writing, 8, 265-289 Paulus, T M (1999) The effect of peer and teacher feedback on student writing Journal of Second Language Writing, 8(3), 265–289 Raimes, A (1983) Techniques in teaching writing, Oxford: Oxford University Press Rollinson, P., 2005, Using peer feedback in the ESL writing class, ELT journal volumn 59/1, Oxford: Oxford University Press Somekh, B (1995) The contribution of action research to the development in social endeavors: a position paper on action research methodology British Educational Research Journal, 21 (3), 339-55 Stanley, J (1992) Coaching students to be effective peer evaluators Journal of second language learning, I/3: 217-33 The University of Hawaii, Mānoa Writing Program, Peer Review, retrieved Dec 10 2009 from http://www.mwp.hawaii.edu/resources/wm7.htm The University of Washington, Writing centre, Peer Reviews, Retrieved Dec 10 2009 from http://depts.washington.edu/pswrite/peerrev.html Villamil, O S.,&De Guerrero, M (1998) Assessing the impact of peer revision on L2 writing Applied Linguistics, 19(4), 491–514 White, R & Arndt, V (1991) Process Writing Harlow: Longman Winter, R (1996) Some principles and procedures for the conduct of action research In O Zuber Skerritt, New Directions in action research, London: Falmer Yagelski, R P (1995) The role of classroom context in the revision strategies of student writers Research in the Teaching of English, 29 (2)) 216-238 Zamel, V (1985) Responding to student writing TESOL Quarterly, 19(1), 79-101 Zhu, W (1995) Effects of training for peer response on students’ comments and interaction Written Communication 12 (4), 492–528 APPENDIXES Appendix 1: PEER REVIEW GUIDELINES I Paragraph organization: Topic sentence: - Is there a topic sentence? Yes/ No - Is the topic sentence grammatically correct? If no, identify and comment about them - Does it announce the topic and convey the controlling idea? If no, what does it lack? - Is it too general or too specific? Supporting ideas: - Does every sentence in the paragraph support the controlling idea expressed in the topic sentence? Yes/ No Why/ Why not? - Are there enough details and examples to support the controlling ideas effectively? Yes/ No Why/ Why not? Conclusion: - Is there a concluding sentence? - Is the conclusion relevant to the topic of the paragraph? If not, why? II Coherence and unity: Coherence: Does the paragraph have coherence; that is, does it flow smoothly from beginning to end? - Are pronouns consistent? - What transition signals can you find? - Are the transition signals appropriately used? Unity: Is there anything unnecessary or that seems “off the topic?” Yes/No: a If your answer is yes, write a comment about it/them III Grammar: - Are all the verbs used correctly? Identify and comment - Is there any error related to articles in the writing? Identify and comment - Is there anything wrong with the use of preposition? Identify and comment - Are there any punctuation mistake? Identify and comment - Are there any spelling mistake? IV Vocabulary - Are the words in the correct order? Identify and comment - Do you think that your friend use the right words? Identify and comment - Do you think that your friend use the right word form? Identify and comment V General: Is the paragraph interesting? What you like best about this paragraph? What is the best feature of this paragraph? Do you understand everything? Circle or underline any part that you not understand, and write a comment about it Appendix 2: ANONYMOUS WRITING SAMPLES In my family, I love grandmother most She has lived with my family since I was born She has looked after me from that time now, so my grandmother is considered as my second mother This year, she is in her seventies but she is still strong Her complexion has tortoise-shell spot but her face reveals kind She has long and snow-white hair with a small bun and all-black eyes I make sure that when you meet her, you will be attracted by her warm voice Thanks to her voice, she helps to sink deeply in a pleasant sleep with many wonderful stories She likes joyful atmosphere of the family, so on Saturdays or Sundays, she holds a small party to gather the off springs Especially, she is extremely humorous but very strict with our study Collecting many idioms and teaching us are her hobby According to the old’s habit, she often goes to pagoda to pray for blessings for the off springs and to keep her mind at peace after hard work of a month I hope that I will always be as optimistic and joyful as her when I am at her age My biggest wish is that my grandmother will live forever with us My last vocation gave me enchanting emotions about Catba island’s natural beauty The scenery which impressed me first is magnificent widespread beaches with golden sand which looked as glorious as the sun The murmur of waves reminded me lulling song in my child hood I felt the salty scent of water here so different from other seas In particular, the stunning view at sunset over Lanha bay gave me strong inspiration On the golden background of the horizon and the dark blue of the sea, the seagull hovered in the sky and the afterglow gradually faded All contributed immense and fascinating space to contemplate Going along the beaches, I saw a sight of sheer vertical cliffs with spectacular rock relief and bizarre rock formations Below the cliffs, there were a lot of awe inspiring caves and grottos Going through these caves gave me thrilling feelings like an explorer because of horrified darkness and echoes of the wind and waterfalls Coming out of the caves, I visited tropical rainforests with a variety of plants and animals The chirping of insects and song of birds among thousands of luxuriant tall tress was the same in the forests in fairy tales Not only scenic beauty endowed by nature but also inhabitants here attracted visitors like me They were so warm heart, friendly and helpful In general, spectacular scenery and a high diversity of landscapes created distinctive Catba charm for me and all visitors Appendix 3: IN-CLASS MODELING Discussion: Aims: - to raise students awareness of peer revision, differentiate between peer revision and peer editing - to get students understand purposes of peer feedback - to promote collaboration Activities:  Discussion of the concept: - Students discuss the concept of peer review in groups, and then share their view with the whole class - Teacher acts as a moderator while students share their views, and then clearly clarifies the concept of peer revision, and differentiates between peer revision and peer editing  Discussion of the purposes of peer revision: - Students discuss how peer revision can benefit them in their academic writing and what the roles of writer and reviewer are Small group practice: Aims: - to get students understand the nature of peer revision - to help students know basically how to give peer comments Activities: - Students work in groups to write a short paragraph of about 5-6 sentences describing a person - Students exchange the text with other groups to give and receive feedback - Lastly, students self-evaluation activities and then group discussion of the experience of peer response Modeling: Aims: - to make students understand steps of giving peer comments - to train students how to provide adequate comments Activities:  Modeling: - Teacher distributes to students a sheet of guidelines in the form of questions (for reference, see appendix 1) and a copy of an essay written by a former student (for reference, see appendix 2.1) - Then, think-aloud technique is utilized to demonstrate how to make comments using four-step procedure: Clarifying writers’ intentions, identifying the source of problems, explaining the nature of problems, and making specific suggestions (Min, 2005)  Practice: - Students are required to the peer review themselves with a sample of another former student’s writing (for reference, see appendix 2.2) basing on the guidance sheet and following four steps as guided and then give a written commentary Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ...VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES LƯU NGỌC LY IMPACTS OF PEER REVIEW TRAINING ON FRESHMEN’S PEER FEEDBACK ACTIVITY. .. punctuation As stated in the introduction, most freshmen of Faculty of Language Teacher Education, ULIS - VNU have a misconception that peer feedback means giving comments related to sentence-level... ACTIVITY AT FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION, ULIS – VNU ẢNH HƯỞNG CỦA VIỆC HƯỚNG D? ?N NH? ?N XÉT BÀI VIẾT CHO B? ?N HỌC TỚI HOẠT ĐỘNG PH? ?N HỒI BÀI VIẾT CỦA SINH VI? ?N NĂM THỨ NHẤT, KHOA