AbstractResearch 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 […]
Category: ISI
The Effects of the Process Approach on High School Students’ Writing Performances (ESCI)
Abstract Quite a few research studies have been conducted to investigate whether the writing process approach has any effects on students’ writing quality in higher education. However, few studies have been conducted at a talented high school in a remote area in Vietnam to see whether it works in the same manner where students’ writing […]
The Effects of Using Games on EFL Students’ Speaking Performances (ESCI)
Abstract This study investigated the effects of employing games on students’ speaking performances in the classroom. 74 non-English major students, 36 students from the Tourism and Travel Management and 38 from the Office Management major from Tra Vinh University, participated in the study. The control group was trained with the methods of P-P-P (presentation, practice, […]
Should Peer E-Comments Replace Traditional Peer Comments? (Scopus-Q2/ESCI)
Many studies in literature have compared peer e-feedback/comments to traditional peer feedback/comments to see whether one medium of providing feedback should replace the other. However, few studies investigated to see whether two modes of commentary activities positively affected the students’ writing quality, instead of just comparing one to another. The literature failed to investigate the extent to which […]
High School Students’ Common Errors in Writing Essays (ESCI-indexed)
Abstract Students’ writing problems have become one of the first and foremost issues in writing classrooms, and to know the common errors which frequently occur on students’ writing papers is usually what the writing teachers have conducted in the classrooms. However, no research study has been conducted at Huynh Man Dat High school to investigate […]
The effects of lecturer’s model e-comments on graduate students’ peer e-comments and writing revision (SSCI/Scopus Q1-indexed)
Abstract Earlier research efforts have succeeded in training students to enhance their skills commenting on peer writing and using peer and lecturer comments to revise their writing, but few studies have investigated (1) the effect of the lecturer’s e-comments on the quality of peer e-comments, and (2) the relative effectiveness of lecturer and peer e-comments […]
The Effects of Peer-Video Recording on Students’ Speaking Performance (ESCI-indexed)
Abstract The purpose of the current study is to investigate whether peer video recording helps non-English majored college students enhance their speaking performance. Eighty students were selected and assigned to two groups: an experimental group and a control group. Peer video recording was presented to experimental students while no training was given to students in […]
The effects of lecturer’s model of e-comments and graduate students’ e-comments and writing revision (SSCI/Scopus Q1-indexed)
Abstract The purpose of the current study was to investigate if the lecturer’s model of e-comments helps graduate students enhance the quality of peer e-comments and writing revision. Fifty graduate students at HCMC Open University in Vietnam participated in the study. Data collection was from the students’ drafts, lecturer’s sample e-comments, peer e-comments and semi-structured interviews. The study found […]
E-peer response activities for L2 writing revision (SSCI/Scopus Q1-Indexed)
Few studies have been conducted to see how Blog-based peer response helps students improve their writing revisions. The present study investigates peer comments made through blogs, the nature of the comments and their areas of focus, and the ratios of students incorporating suggestions made through blog-based comments into revisions of their writing. Thirty-two second year […]