Indications of Paired- vs. Grouped-Peer Feedback on Students’ Writing Activities
Loi Nguyen Tan, Vu Phi Ho Pham
Loi Nguyen Tan
Available Online 1 March 2021.
- https://doi.org/10.2991/assehr.k.210226.032How to use a DOI?
- Writing activities, Paired-peer feedback, writing performance, grouped-peer feedback
- 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.
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 -