Editor-in-chief of International Journal of TESOL & Education
The purpose of this study is to compare the impacts of two different modes of e-peer feedback on the students’ writing skills to see which mode should be better used to train the students’ writing skills. The current study included 66 first-year students from the University of Foreign Language Studies in Danang City, Vietnam. The…
Background: The innovation of an extensive journal writing approach has made a big difference in the field of teaching academic writing. Previous studies found mixed results relating to whether journal writing could help students enhance their writing accuracy.Purpose: The purpose of the current study is to investigate whether extensive journal writing (EJW) affects EFL high…
The goal of this study was to see whether task-based instruction could enhance EFL students’ writing fluency and accuracy. Sixty grade 11 students from two complete classrooms at Dai An High School in Tra Vinh Province, Vietnam, participated in this research. The experimental group was taught to write essays using task-based training, whereas the control…
Peer feedback is proved to be effective in helping enhance students’ writing quality, but few studies were employed to train high school students to be better peer reviewers. The current study involved 64 grade-11 students in a province in Vietnam to see whether trained peer feedback could be effective for high school students. The experimental…
Read More “The Effects of Trained Peer Feedback for High School Students (Scopus-Q3)” »
The current study adopted features of a survey research design to examine the EFL high school teachers’ beliefs about writing and its teaching, their actual classroom practices, and the interplays between their beliefs and practices in the realm of EFL writing instruction. A sample of seventy-six EFL teachers from the eight selected high schools situated…
Read More “Teaching Writing in Vietnam’s Secondary and High Schools (Scopus-Q2/ESCI/ISI)” »
Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has…
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The purpose of this research was to determine if task-based teaching improved EFL students’ writing performance in terms of fluency and accuracy. The research included 56 non-English majors at Van Lang University in Ho Chi Minh City, Vietnam. The control group learned to write paragraphs using a product-based approach, which corresponded to existing teaching methods…
Previous research studies were successful in employing Task-based instruction (TBI) to enhance students’ either speaking or writing skills or grammar knowledge. However, few research studies have investigated whether the TBI impacts students’ grammatical performance in both speaking and writing skills. The quasi-experimental research investigated the impacts of two instructional methods between presentation, practice, production (PPP),…
Abstract Collaborative writing is widely researched for its effects on students’ writing accuracy; however, previous research studies fail to prove its effects on students’ writing fluency. Also, none of the previous studies have investigated the framework for students to compose argumentative essays collaboratively. The purpose of this article is to fill these gaps. Sixty-two sophomore…
The primarily qualitative analysis reported in this paper is to investigate how the students, in a student-centered pedagogical focus, perceive their own learning progress in e-peer feedback activities, including the effectiveness of the use of blogs for e-peer responses in an L2 writing class. Thirty-two second year Vietnamese students at a university in Ho Chi…
Read More “Blogging for Collaborative Learning in the Writing Classroom: A Case Study (Scopus-Q4)” »