In language learning, writing has always been regarded an essential skill (Ahmadi, D., Maftoon, P., & Mehrdad, A.G, 2012). To improve students writing efficacy, the teachers have encouraged them to provide as well as receive writing’s feedback from their peers. This study is focusing on feedback givers’ experience in giving feedback as well as their self-reported English writing proficiency. It is mainly investigating the relationship between FFL students’ self-reported English writing proficiency and their feedback in terms of global and local aspects.
II. Literature review
According to Montgomery and Baker (2007), global matters in written feedback involve comments on ideas, content, and organization. The global issue should concentrate on not only the learners’ concrete and sophisticated ideas, a clear objective for writing but also the suitable use of transitions and good paragraphing. On the contrary, local matters are focused on concerns of mechanics, grammar, and vocabulary. Feedback on vocabulary should concentrate on the use of a wide difference of vocabulary. Furthermore, feedbacks on grammar and mechanics have to concentrate their attention on complicated grammar accuracy, punctuation, spelling, and formatting.
In terms of providing feedback or reviewing writing, Gieve (1998) and Thompson (2002) defined as the skill of being capable to critically assess writing as the ability to give effective feedback after looking at a classmate’s writing, especially on a global aspect. In general, it is a highly essential skill for the quality of writing and academic success. Through peer feedback, students not only enable to get more feedback on their essay but also practice with several significant skills in the development of language and writing skill ( Lundstrom, K., & Baker, W, 2009). Particularly, the feedback giver can create meaningful interaction with peers, a greater expression of ideas, and new perspectives on the writing process.
Moreover, improving critical evaluation experiences makes learners better writers and self-feedback givers and may also help learners effectively examine texts and recognize logical gaps, problems with organization, and other errors that lessen the argument of the essay on a global level (Beach, 1989; Ferris, 2003; Thompson, 2002). However, Nelson, G. L., & Murphy, J. M. (1993)and Zhang, S. (1995) shown that there is an elemental concern in providing feedback research, it is students’ ability for providing feedback on writing paper, such as essays and articles of their peer. In L2 writing context, it is more especially prominent because second language students may be at differing stages of L2 development. As a result, their abilities to give accurate, informative and valuable feedback on L2 writing are different.
Besides, according to Berg (199a), as the almost previous study on peer feedback in L2 writing explored, there is a relatively similar group of learners in terms of language proficiency, excepting for a few exceptions. Nonetheless, those working have not examined how the global and local aspect of viewers’ feedback relate to their English writing proficiency. The present research attempts to fill the study gap by conducting a study of the relationship between FFL students’ self-reported English writing proficiency relate to their feedback in terms of global and local aspects.
III. Research question:
Taking the study aims into account, the research question of this study is:
How does FFL students’ self-reported English writing proficiency relate to their feedback in terms of global and local aspects?
This study used a quantitative research approach (Creswell, J. W., & Clark, V. L. P, 2007) to answer the above research question. It includes the processes of gathering and analyzing data, then making an interpretation and writing the result of the research.
English majored students from Faculty of Foreign Languages at Ho Chi Minh University of Technology and Education will be invited to take part in the research. They will be chosen randomly since the study aims to investigate writing proficiency in different levels.
To examine the previously stated aspects of the current research, two different questionnaires will be used to identify students’ self-reported English writing proficiency and their feedback in terms of global and local aspects. The first one is adapted from Assessing Writing Performance – Level C2. (2013) (pp. 6-7) and the second one is adapted from Hernández, C. A., OLEA, F. A., BRAVO, M. B., DÍAZ, L., GODOY, J. I. O., BRAVO, N. N., … & TURÉN, D. T. (2013). After collected, data will be analysed by SPSS program.