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Peer Feedback on Second Language Writing through Blogs: The Case of a Vietnamese EFL Classroom

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  • Phuong Thi Tuyet Nguyen

    (Ho Chi Minh University of Education, Vietnam)

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.

Suggested Citation

  • Phuong Thi Tuyet Nguyen, 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 (IJCALLT), IGI Global, vol. 2(1), pages 13-23, January.
    • Handle: RePEc:igg:jcallt:v:2:y:2012:i:1:p:13-23
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