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Peer Feedback on Second Language Writing through Blogs: The Case of a Vietnamese EFL Classroom
ARTICLE
Phuong Nguyen, Ho Chi Minh University of Education, Vietnam
IJCALLT Volume 2, Number 1, ISSN 2155-7098 Publisher: IGI Global
Abstract
This study explores how Vietnamese EFL students view blogs as tools with which to practise writing, examines whether student comments assist in peer revision, and evaluates whether peer comments result in substantive revisions of written drafts. Participants in this study included 11 students in an English-as-a-Foreign-Language (EFL) classroom in Vietnam. Data collected included students’ first and final drafts for two writing topics, comments posted online, and student responses to a questionnaire. Student responses to the questionnaire were analysed and their comments were coded as revision-oriented or non-revision-oriented (Liu & Sadler, 2003). This study’s findings indicate that most students expressed positive attitudes toward using blogs to practise second language (L2) writing and that most students made revision-oriented comments on their peers’ drafts. There is also evidence that students used their peers’ comments to revise their own final drafts. The implications of this study for language teaching practice are discussed.
Citation
Nguyen, P. (2012). Peer Feedback on Second Language Writing through Blogs: The Case of a Vietnamese EFL Classroom. International Journal of Computer-Assisted Language Learning and Teaching, 2(1), 13-23. IGI Global. Retrieved August 14, 2024 from https://www.learntechlib.org/p/186517/.
Keywords
Cited By
View References & Citations Map-
Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses
Lina Lee, University of New Hampshire, Department of Languages, Literatures, and Cultures, Durham, NH, United States
International Journal of Computer-Assisted Language Learning and Teaching Vol. 7, No. 1 (January 2017) pp. 19–33
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