Peer Feeback

This study investigated students' attitudes towards peer feedback in process writing classes in addition to assessing the effectiveness of this teaching technique. The sample of the study consisted of 105 male and female students from five sections of an ...

This paper reports on part of a larger study investigating Vietnamese EFL secondary students' reflection on the practices and consequences of the sequence of feedback-correction. Drawing on Feuerstein's mediated learning experience theory, the sequence of detecting errors, correcting the identified errors, and rewriting practice was operationalised by the sociocultural dimension of the teacher's intervention and group-based learning. This quasi-experimental study is to address students' limited engagement with feedback-correction practices as discussed in the recent literature and as can be observed in secondary schools in Vietnam. The same sequence was administered to two intact classes (n = 62), but they received different correcting strategies-direct and indirect corrective feedback. The two classes' responses to a closed-ended questionnaire showed their strong agreement with the effectiveness of the sequence, despite their significantly different responses to writing improvement, approach preferences, and learning motivation. Students' voices collected from the follow-up semi-structured interviews elaborated on the benefits and disadvantages of group-correction and the significance of targeting types of errors and each correcting phase. The findings confirm the usefulness of engaging students in the mediated correcting process and contribute to the ongoing debate over the effectiveness of feedback-correction in writing.