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.
Highlights
It is undeniable that writing plays an important role in teaching and learning a language
The present study is to explore how English-majored students in the Faculty of Foreign Languages at a University in Ho Chi Minh City perceive peer feedback based on their regular experiences in writing courses, and examine whether it is feasible and beneficial to apply written peer feedback and if it has effects on their English writing quality
The data disclosed that 28.4% of them were taking WRT1, 36.4% were covering WRT2, and 35.2% were experiencing WRT3
Summary
It is undeniable that writing plays an important role in teaching and learning a language. ‘It is one of humankind’s most powerful tools’ (Macarthur, Graham, & Fitzgerald, 2006). It is an important means of self-expression. It helps us communicate with others, allowing us to maintain a personal link with family, friends, colleagues who are removed by distance or time. Writing helps convey knowledge and ideas via facilitating the work of gathering, preserving, and transmitting information with great detail and accuracy (Macarthur, Graham, & Fitzgerald, 2006). The acquisition of academic writing is a long-term matter, which requires teachers to search for proper methods to support students in developing their writing competence
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