From my perspective, teaching is an essential job because teachers seem to be the

backbone of society. Therefore, teaching English was my dream when I was a kid and
now by making every effort every day, I believe I will make my dream come true.

In preparing to become an English teacher, I had valuable opportunities to engage in

workshops about job orientation. To begin with, I attended an exciting orientation
workshop where I listened to helpful shares and advice for my future job from two
speakers, Nguyen Thien Phuong Quang and Nguyen Thanh Nam. After the workshop, I
learned how to challenge myself with different jobs to offer plenty of career opportunities
and promotion prospects. Also, I was impressed by the fantastic experiences at the Five
Star Language Center, which helps me learn how to manage and operate the language
center. Furthermore, getting access to the learning path, knowledge system, quality of
teachers, as well as effective learning methods, provided a well – rounded perspective of
teaching English to people of different ages with me. Besides, I love the walls with lovely
pictures, the chairs, the tables and everything, which creates a very cozy atmosphere I
can’t describe in words.

Being a good English teacher indeed requires not only speaking the language fluently but
also having comprehensive knowledge of English grammar, pronunciation, and
vocabulary. To teach English to children, I have made an effort to have an understanding
of how to teach engaging and effective classes to children. Therefore, outside of
schooling, I have engaged in courses to develop communication skills and teaching
methodologies.  In this day and age, the advent of technological devices helps students
have greater opportunities to access distant resources and engage in learning in new and
unique ways. In light of this, I have tended to create my YouTube channel to bring
English to get close access to people all the ages with interesting videos about every facet
of life.

However, I have many weaknesses in English. First, I am not good at all English skills so
spending a lot of time practicing skills helps me have a good background in English.
Second, I am not good at controlling my emotions so having some psychological
knowledge helps me capture student psychology most efficiently. Finally, I am really
scared to stand in front of a crowd and speak my mind while a good English teacher is
required to be creative and energetic in teaching students. Therefore, I have engaged in
communication skills courses and talk shows where I learned valuable lessons and
listened to useful advice from professors to become a well-rounded version of myself.

In conclusion, remembering valuable experiences from workshops helps me overcome

self-doubt and make an effort to become a good English teacher in the future. Thanks to
it, I not only can find the purpose for my efforts but also have confidence in my choices
for my future job.

It can be argued students express a positive attitude towards the effectiveness of

peer feedback (Lei, 2017). Lei (2017) carried out research at the University of Jinan with
thirty-two English juniors who write a at least 400 words essay with the general topic
and then give peer feedback in order to review their errors before they turn in the final
version. The finding shows that most participants who hold a positive viewpoint towards
peer feedback (Lei, 2017; Ilkos, 2018) are willing to revise their writing based on it since
peer feedback plays a vital function in assisting them in seeing errors they did not notice
previously (Lei,2017). In another academic context, Srichanyachon (2012) conducted a
study to investigate university EFL students' attitudes toward peer and teacher
comments.The findings revealed that the students had good views about peer
assessment because their writing ability had improved as a result of the peer-reflective
written feedback process. Liu and Chai (2006) discovered a similar result when they
conducted a research to analyze EFL students' attitudes toward peer review in Chinese
EFL writing classrooms. This observation is consistent with the findings of Azarnoosh
(2013).

According to Levine, Oded, Connor  and  Asons (2002), a large-scale study was
carried out with the aim to compare the attitudes of EFL and ESL students and the
results found that students' attitudes seem to be controlled by the socio-cultural context.
This result aligns with Nelson and Carson (1995, 1998, 2006) finding that students'
reactions toward peer feedback on writing are caused by cultural differences between
members of peer-response groups. For example, the research by Baierschmidt (2012)
investigated the attitudes to peer feedback of four English language learners of
Japanese cultural education and assessed the way those participants used peer
feedback in their revision process. The participants in this study showed that they are
uncomfortable with commenting on other students’ papers or receiving feedback from
peers (Amores,1997; Chaudron,1984; Zhang,1995).  That is because Japanese
education provides students with exposure to a teacher-centered system, which may
lead to student's preference for teacher feedback (Baierschmidt, 2012). The finding is in
line with Ilkos’ (2018) study, Nelson and Murphy’s (1993) study and  Paulus’ (1999)
study. 

Despite the potential benefits in review process, learners are usually dissatisfied
with peer feedback (Carson, 1992; Kaufman & Schunn, 2011; Liu & Carless, 2006;
Nelson & Carson, 1998; Zama & Azada, 2012), and it is indicated that students may be
distrustful of the accuracy and consistency of peer assessment (Rollison, 2005;
Kaufman and Schunn, 2011; Zama & Azada, 2012). This notion is highlighted in the
finding of Kasanga (2004)  with a student’s comment: “I think because we as students
know each other very well, it will not be right to mark each other [other's] work because
we do [commit] the same mistakes”(p.82). Wang (2014) conducted longitudinal
research on students' perspectives of rubric-referenced peer feedback on EFL writing
and discovered that due to limits in five elements such as knowledge about themes,
language ability, attitudes toward the peer feedback practice itself, time for the in-class
peer feedback method, and concerns over their friendship, students' attitudes toward
peer feedback tend to diminish progressively over time. Moreover, Leki, (1990) and
Zhang (1995) state that students are uncomfortable to receive interrogative peer
feedback.Students believe that constructive contributions from peer evaluation are
insignificant and add little worth to their writing. Furthermore, they do not believe that
their classmates have an English level that is good enough to help them improve their
writing ( Herrington & Cadman, 1991; Kaufman & Schunn 2011; Morgan et al., 2014;
and Ilkos, 2018).

Some people may claim that genetically modified plants can better adapt to erratic weather and
adverse soil conditions, making productivity of agricultural products increase. While this
thinking is valid to a certain extent, I believe that a genetically modified plant can leave
unwanted residual substances that can remain in the soil for extended periods.