Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021)

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

Authors
Loi Nguyen Tan, Vu Phi Ho Pham
Corresponding Author
Loi Nguyen Tan
Available Online 1 March 2021.
DOI
https://doi.org/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.
Open Access
This is an open access article distributed under the CC BY-NC license.

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Cite this article

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  - https://doi.org/10.2991/assehr.k.210226.032
ID  - Tan2021
ER  -