Abstract
<p>Online written corrective feedback via Google Docs, in recent years, has been used and brought about positive outcomes in different teaching contexts. In this light, this study was conducted to examine the different effects between teacher feedback using Google Docs and the combined peer feedback and teacher feedback using Google Docs on EFL high school students’ performance in writing paragraphs. The study also attempted to gain insights into students’ attitudes towards the effect of peer feedback and teacher feedback using Google Docs on their paragraph writing. In this study, a mixed research method was employed; both quantitative and qualitative data were collected. Twenty two grade 11 students in a high school in the Mekong Delta of Vietnam were selected as participants. They were assigned to two groups of treatment: the experimental group, receiving both peer feedback and teacher feedback using Google Docs and the control group who only received teacher feedback using Google Docs. Participants completed two writing tasks; each of them included first draft, second draft and final draft. Prior to the study, students from the experimental group received a face-to-face training on giving peer feedback. Data were collected from six drafts of two writing tasks, three drafts for one task, and interviews at the end of the study. Results indicated that participants who received teacher feedback in the control group performed their paragraph writing better than those receiving both peer feedback and teacher feedback using Google Docs in the experimental group after the study. Also, participants in both groups improved their writing performance in their revised drafts. From the interviews, results showed participants’ positive attitudes towards the impact of peer feedback and teacher feedback using Google Docs on their paragraph writing. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>
Highlights
In English teaching and learning, writing is one of the most crucial skills that L2 students need to develop
Ciftci and Kocoglu (2012) implemented an experimental study to investigate the effect of online peer feedback through blogs on Turkish EFL students’ writing performance, and the results revealed that the students in both the control group and the experimental group improved their writing in their revised drafts
The different effects between teacher feedback using Google Docs and the combined peer feedback and teacher feedback using Google Docs on participants’ writing performance To examine the effect of types of feedback using Google Docs which were used in the two groups of participants’ writing performance, a Descriptive Statistics test was run to gain the results of writing performance between participants from the experimental group and those from the control group after the tasks
Summary
In English teaching and learning, writing is one of the most crucial skills that L2 students need to develop. Students in EFL contexts are reported to confront several difficulties in acquiring this skill (Fauziah & Sudarmaji, 2020; Klimova, 2011; Nguyen, 2008; Phuong & Nguyen, 2019; Srichanyachon, 2012; Tran & Le, 2018). Hyland & Hyland (2006) claimed that feedback involved in the writing process suggests revisions and supports the writer. In this light, written corrective feedback has become one of the most significant parts of teaching and learning, assisting students in acquiring correct English (Ahmed, 2012). A majority of studies were centered on teacher feedback whereas the role of peer feedback still needs further exploring
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