ISI – Page 2 – PGS. TS. Pham Vu Phi Ho

Indications of Paired- vs. Grouped-Peer Feedback on Students’ Writing Activities

March 8, 2021March 8, 2021 admin

L2 teachers in Writing have long been using peer feedback to improve their writing skills in the classrooms. While findings from nearly all studies have shown paired-peer feedback and grouped-peer feedback to enhance student writing performance, few studies have attempted to compare the effect of paired and grouped-peer feedback on writing performance. If the results…

Giáo dục, ISI, publication

The Practical Perceptions of Vietnamese Lecturers and Students Towards Written Peer Feedback

October 31, 2020November 14, 2020 admin

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…

ISI, publication

The Effects of the Process Approach on High School Students’ Writing Performances (ESCI)

March 30, 2020March 30, 2020 admin

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…

ISI, publication

The Effects of Using Games on EFL Students’ Speaking Performances (ESCI)

December 31, 2019December 31, 2019 admin

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,…

ISI, publication

Should Peer E-Comments Replace Traditional Peer Comments? (Scopus-Q2/ESCI)

October 28, 2019October 7, 2020 admin

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…

ISI, Journal of Science, publication, Scopus

High School Students’ Common Errors in Writing Essays (ESCI-indexed)

October 28, 2019October 28, 2019 admin

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…

ISI, Journal of Science, publication

The effects of lecturer’s model e-comments on graduate students’ peer e-comments and writing revision (SSCI/Scopus Q1-indexed)

July 29, 2019October 28, 2019 admin

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…

ISI, publication, Scopus

The Effects of Peer-Video Recording on Students’ Speaking Performance (ESCI-indexed)

July 5, 2019October 28, 2019 admin

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…

ISI, Journal of Science, publication

The effects of lecturer’s model of e-comments and graduate students’ e-comments and writing revision (SSCI/Scopus Q1-indexed)

July 25, 2017October 28, 2019 admin

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…

ISI, publication, Scopus

E-peer response activities for L2 writing revision (SSCI/Scopus Q1-Indexed)

October 26, 2015October 28, 2019 admin 1 Comment

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…

ISI, Journal of Science, publication, Scopus