Publication:
The Effects of Trained Peer Feedback for High School Students

datacite.subject.fos oecd::Social sciences::Educational sciences
dc.contributor.author Vu Phi Ho Phi Pham
dc.contributor.author Truong Chinh Le
dc.contributor.author The Hung Phan
dc.contributor.author Ngoc Hoang Vy Nguyen
dc.date.accessioned 2022-10-31T03:27:07Z
dc.date.available 2022-10-31T03:27:07Z
dc.date.issued 2021
dc.description.abstract Peer feedback is proved to be effective in helping enhance students' writing quality, but few studies were employed to train high school students to be better peer reviewers. The current study involved 64 grade-11 students in a province in Vietnam to see whether trained peer feedback could be effective for high school students. The experimental group was trained to conduct peer feedback, while the control group did it naturally. The semester lasted for 16 weeks. Data collection was from the pre-test, post-tests, and semi-structured interviews. The results revealed that the most common errors that the students committed were grammar (verbs, articles, repositions), followed by vocabulary (word order, word choice, word form), and mechanics (capitalization, spelling, punctuation). In addition, the students in the experimental group who received peer feedback training could significantly reduce the written errors in the post-test. The students obtained positive attitudes towards peer feedback activities in the writing classroom.
dc.identifier.doi 10.5430/wjel.v12n1p27
dc.identifier.uri http://repository.vlu.edu.vn:443/handle/123456789/367
dc.language.iso en_US
dc.relation.ispartof World Journal of English Language
dc.relation.issn 1925-0711
dc.relation.issn 1925-0703
dc.subject peer feedback
dc.subject writing errors
dc.subject writing mistakes
dc.subject error reduction
dc.subject students’ attitudes
dc.title The Effects of Trained Peer Feedback for High School Students
dc.type journal-article
dspace.entity.type Publication
oaire.citation.issue 1
oaire.citation.volume 12
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