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 that the graduate students were able to produce more qualified e-comments addressing to global issues throughout the e-peer comment activities. In addition, there were no statistically different effects between the lecturer’s e-comments and peer e-comments on the students’ writing revision.
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The effects of lecturer’s model of e-comments and graduate students’ e-comments and writing revision
