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 quasi-experimental research design was employed in the study. The two groups were taught how to compose a paragraph writing with peer comments in two rounds (1st & 2nd drafts). One group used Moodle (LMS), while the other
used Facebook for e-peer feedback. Data collection was from pre-and post-tests for quantitative analysis. The research indicated that both types of e-peer feedback had a significant influence on students’ writing abilities. However, the Moodle peer comments had little effect on students’ writing length, but the e-peer remark on Facebook had a considerable impact. Post-test comparisons show that students who conducted peer comments on Facebook were considerably more diverse than their peers who conducted them in Moodle.
Reference
Tran, O. T. T., & Pham, V. P. H.,(2023). The effects of online peer feedback on students’ writing skills during coronavirus pandemic. International Journal of Instruction, 16(1), 881-896. DOI: https://doi.org/10.29333/iji.2023.16149a
