Speaker
Description
Vietnamese First-Year Students’ Perceptions of Cultural Issues in Peer Feedback in Writing Classrooms
Nguyen Thi Gia Dinh
Abstract
Cultural issues should be considered when doing peer feedback in writing classrooms. However, there have been very few studies on these issues because researchers mainly focus on the effectiveness of peer feedback in writing teaching and learning. From this gap, the current study aims to explore the perceptions of Vietnamese first-year students about cultural issues in peer feedback in writing classrooms. The participants of the study were 178 first-year students at the University of Finance-Marketing, HCMC, Vietnam. They are non-English major students from four classes, two classes majoring in “Business Administration”, and the other two majoring in “Finance-Banking”. The researcher implemented peer feedback in these classes and then collected data by questionnaire and interview. The findings revealed that most of the students had encountered some cultural issues during peer feedback activity, such as collectivism, high power distance and the concept of face. However, most of them asserted that although collectivism and the concept of face had a great influence on their thinking, these issues generally did not constrain much on peer feedback in their writing classes, and they could overcome these issues and benefit from peer feedback.
Keywords: Cultural issues, peer feedback, writing classrooms
Biography
Author's full name: Nguyen Thi Gia Dinh
She works as a lecturer at University of Finance-Marketing (UFM). She has worked here for 6 years. She is teaching English at the Faculty of Foreign Languages at UFM. She specializes in teaching English for Business and English for Event Management.
She is a Ph.D. student at Tra Vinh University. She has studied here since October 2024, and now she is writing a research proposal. She has been interested in teaching English writing skills, and has tried to find out more about new methods in writing teaching.
