Indications of Paired- vs. Grouped-Peer Feedback on Students’ Writing Activities

DOI

10.2991/assehr.k.210226.032How to use a DOI?

Keywords

Writing activities, Paired-peer feedback, writing performance, grouped-peer feedback

Abstract

L2 teachers in Writing have long been using peer feedback to improve their writing skills in the classrooms. While findings from nearly all studies have shown paired-peer feedback and grouped-peer feedback to enhance student writing performance, few studies have attempted to compare the effect of paired and grouped-peer feedback on writing performance. If the results of paired and grouped-peer feedback are thus proposed, the view of using paired and grouped-peer feedback is further clarified in the EFL written guidance, so teachers can have a clearer understanding of the appropriate arrangement for students to receive paired or clustered peer reviews. This helps educators to organize their students in a writing classroom. First, in the current post, we shall address the theoretical basis of peer reviews. We will review previous feedback studies by analyzing paired-peer feedback and grouped-peer feedback behaviors in foreign and Vietnamese contexts. Finally, we will define the research differences based on theoretical review and previous studies.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Loi Nguyen Tan
AU  - Vu Phi Ho Pham
PY  - 2021
DA  - 2021/03/01
TI  - Indications of Paired- vs. Grouped-Peer Feedback on Students’ Writing Activities
BT  - Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)
PB  - Atlantis Press
SP  - 253
EP  - 261
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210226.032
DO  - 10.2991/assehr.k.210226.032
ID  - Tan2021
ER  -