HUFI English-majored Students’ Perceptions of Peer Correction in Essay Writing

Authors

Vo Thi Thu Thao
Faculty of Foreign Languages, Ho Chi Minh City University of Food Industry, Ho Chi Minh City, Viet Nam

Synopsis

Writing essays can be a challenging task for many English-major students, and developing writing skills can be a difficult process. To address this issue, several studies have explored ways to enhance students’ writing performance. This paper aimed to explore how peer correction was used in classrooms to improve English essay writing skills among English major freshmen at the Faculty of Foreign Languages, in the University of Food Industry, Ho Chi Minh City. This case study collected data through class observations and student interviews using a qualitative approach. The results indicated that most students highly valued peer correction as a motivating tool to improve their essay-writing skills and reduce students’ anxiety about being confused by mistakes. Moreover, the study found that peer correction was particularly beneficial in large class sizes, as it addressed the constraints of time limitation. The findings suggest that incorporating peer correction into writing instruction can be an effective strategy to improve student writing in contexts where large class sizes and limited time pose a challenge.

LTAL2023
Published
June 17, 2023
Online ISSN
2582-3922