Publication:
The Practical Perceptions of Vietnamese Lecturers and Students Towards Written Peer Feedback

dc.contributor.author Pham Vu Phi Ho
dc.contributor.author Nguyen Minh Thien
dc.contributor.author Ho Huyen Ly
dc.contributor.author Nguyen Ngoc Hoang Vy
dc.date.accessioned 2022-11-02T02:27:29Z
dc.date.available 2022-11-02T02:27:29Z
dc.date.issued 2020
dc.description.abstract Research studies have shown the benefits of employing written peer feedback (WPF) in classrooms around the world. However, implementing it appropriately in the classrooms is not consistent in the context of universities in Vietnam. The current paper explored the extent to which WPF had applied in the academic writing English classrooms at a university in Vietnam and the practical perceptions of the lecturers and students on this issue. 338 out of 996 students and three lecturers were participated to respond to the survey questionnaire and interviews for analysis. The study revealed that though WPF was carried out in most academic writing classrooms, the implementation was not sufficient to take full benefits of this kind of activity. The students were not sufficiently trained to use this activity appropriately. However, the students obtained highly positive perceptions towards the use of WPF in the classrooms because it provided students opportunities to learn from each other and improve their writing outcomes
dc.identifier.doi 10.5539/ijel.v10n6p347
dc.identifier.uri http://repository.vlu.edu.vn:443/handle/123456789/624
dc.language.iso en_US
dc.relation.ispartof International Journal of English Linguistics
dc.relation.issn 1923-8703
dc.relation.issn 1923-869X
dc.subject written peer feedback
dc.subject academic writing
dc.subject teacher feedback
dc.subject writing comments
dc.subject writing quality
dc.title The Practical Perceptions of Vietnamese Lecturers and Students Towards Written Peer Feedback
dc.type journal-article
dspace.entity.type Publication
oaire.citation.issue 6
oaire.citation.volume 10
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