Category: Scopus

The Impacts of Task-based Instruction on Students’Grammatical Performances in Speaking and Writing Skills: A quasi-experimental study (Scopus-Q2/ESCI/ISI)

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), […]

The Effects of Collaborative Writing on Students’ Writing Fluency: An Efficient Framework for Collaborative Writing (SSCI/ISI, Scopus-Q2)

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 […]

Blogging for Collaborative Learning in the Writing Classroom: A Case Study (Scopus-Q4)

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 […]

The incorporation of quality peer feedback into writing revision (Scopus-Q3)

Many research studies have investigated the effects of peer feedback in the writing classrooms because it is favorably applied in L2 writing teaching for its enormous advantages. However, not many studies conducted in-depth issues of the incorporations of peer feedback into revision. This study is an attempt to fulfil this gap. This 11-week case study […]

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 […]

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 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 […]

The Effects of Communicative Grammar Teaching on Students’ Achievement of Grammatical Knowledge and Oral Production (Scopus Q2-indexed)

AbstractSo far the students of Le Hong Phong Junior High School have been taught grammar with GTM(Grammar-Translation Method), which just prepares learners for conventional grammar-paper tests. Despite their considerable knowledge of grammar, the students fail to use the language they have learnt to communicate in real-life situations. The purpose of this study was to investigate whether the […]