E-peer comments were widely investigated by researchers around the world. However, investigating the effects of e-peer comments on writing revision in terms of global and local areas are still in debates. The purpose of this research paper is to introduce to an instructional model for training Academic Writing for Graduate students at Ho Chi Minh City Open University, in order to help lecturers from big-size classes to apply instructor/peer e-comments as samples in classrooms. 36 graduate students, including 7 males and 29 females at different ages participated in the study. The Academic Writing Course was scheduled for 11 weeks. The results indicate that graduate students at HCMC OU provide e-comments on local areas more than that on global areas. In addition, 64% of graduate students revised their papers based on e-peer comments of which 45% revisions relating to global and 76% relating to local areas. After receiving e-peer comments, most of the revisions made by the writers were based on e-peer comments (94%) and only 6% partly based on e-peer comments. The study provides significant information for enhancing the focus of the e-peer comment training for the Academic writing courses.
Keywords: e-comments, Peer comments, Instructional model, Sample of e-comments.
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