Effect of Peer Feedback on Paragraph Writing Performance among High School Students

Autor/inn/en	Trang, Nguyen Huynh; Anh, Khau Hoang
Titel	Effect of Peer Feedback on Paragraph Writing Performance among High School Students
Quelle	In: International Journal of Instruction, 15 (2022) 2, S.189-206 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	High School Students; Peer Evaluation; Student Attitudes; Feedback (Response); Writing Instruction; Teaching Methods; Second Language Learning; Second Language Instruction; Writing Skills; Rural Areas; School Districts; Vietnamese People; Scoring Rubrics; Comparative Analysis; Foreign Countries; Grade 10; Writing Tests; Textbooks; English (Second Language) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Writing skill; Schreibfertigkeit; Rural area; Ländlicher Raum; School district; Schulbezirk; Scoring formulas; Auswertungsbogen; Ausland; Writing test; Schreibtest; Textbook; Text book; Schulbuch; Lehrbuch; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Writing is one of the four important skills in learning a foreign language. However, most high school students find it uneasy to write due to many different both objective and subjective reasons. Finding effective solutions to this problem is always appreciated. This study, therefore, hopes to investigate whether peer feedback has any positive effect on this group's writing performance. In order to support this investigation, the authors attempted to deploy a writing teaching strategy using peer feedback as the main instrument to foster students' ability to write their paragraph. Two groups of the participants were recruited: 37 control students and 39 experimental ones in a high school in a rural district in Vietnam. After six weeks of intervention with this strategy, most students in the experimental group were awarded a better score than their counterparts in the control groups in general. The authors applied a 10-scale rating rubric with three paragraph rating domains to measure their paragraph writing performance. Then, the authors also made an attempt to see the experimental students' attitudes towards peer feedback after their application in class and they were satisfied with it afterwards. It revealed that overall they showed positive attitudes towards peer feedback. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01