EFL Teachers’ Beliefs about Students’ Practices of Peer Correction in Letter Writing

Peer correction is not only a useful task to help students figure out writing errors, but also a pedagogical technique that language teachers normally use to enhance the quality of students’ writing pieces. This paper aims to investigate English as a Foreign Language (EFL) teachers' beliefs about students' practices of peer correction at the post-writing stage. Both quantitative and qualitative methods were employed to examine EFL teachers’ beliefs about peer correction used by students in letter writing. Data was gathered through a 5-point Likert scale questionnaire and semi-structured interviews with the participation of 95 teachers of English in the Mekong Delta region of Vietnam. The findings reveal that teachers believed peer correction was implemented with different stages, aspects, strategies, and forms by students. Implications for practical applications of students' peer correction are also addressed to improve students’ writing skills.