Vietnamese EFL Students’ Perceptions of Noticing-Based Collaborative Feedback on Their Writing Performance

Dang, Trang Thi Doan

doi:10.5539/elt.v9n5p141

Cited by 6 publications

(6 citation statements)

References 45 publications

(77 reference statements)

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“…The joint correcting practices, therefore, avoided positioning students as mere recipients of passive feedback or correction. This finding corroborates students' favoring of the correcting practice of peers and the teacher (Dang, 2016;Yang et al, 2006;Zhao, 2014). However, the finding contradicts evidence of students' perception that the teacher's direct correction alone is best (Lee, 2005(Lee, , 2008, as students in the present study were scaffolded to engage in the CP to process gaps via various learning tasks.…”

Section: Discussionsupporting

confidence: 61%

“…University students in Malaysia perceived that teacher feedback is as useful as peer feedback (Vasu et al, 2016). Similarly, other studies found that learners preferred the combination of peer work together with teacher involvement (Dang, 2016;Yang, Badger, & Yu, 2006;Zhao, 2014). Students' favoring of the joint work between the teacher and peers provides the basis for the present study's correcting design conducted via collaborative learning and the teacher's intervention.…”

Section: Brief Review Of Feedback Research Into Learners' Perceptionsmentioning

confidence: 60%

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Secondary Students’ Perceptions of Their Engagement in a Correcting Process

Dang¹

2021

IES

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This study draws on mediated learning experience (MLE) theory to contextualize the correcting process within the sociocultural dimension of the teacher’s intervention and collaborative learning to facilitate student engagement with discovering, correcting, and rewriting practices. This correcting process was administered to eight mixed-ability groups of Vietnamese secondary students (n = 31) to investigate students’ perceptions of their engagement in the process from both quantitative and qualitative perspectives that have been under-researched so far. The statistical analysis of a closed-ended questionnaire shows that students strongly agreed with the practices and effectiveness of the process, accuracy improvement, approach preferences, and learning motivation. Eight students’ responses to semi-structured interviews elaborated on the benefits and disadvantages of group-correction and the significance of targeting errors, and on each correcting phase. While students’ responses satisfied MLE’s criteria, their perceptions of the limitations of group-correction somewhat qualified the way reciprocity occurred. The findings suggest offering students opportunities to act on language issues in their writing and confirm the usefulness of engagement with correction-feedback practices from which implications for L2 writing and further research are discussed.

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Section: Discussionsupporting

confidence: 61%

Section: Brief Review Of Feedback Research Into Learners' Perceptionsmentioning

confidence: 60%

Secondary Students’ Perceptions of Their Engagement in a Correcting Process

Dang¹

2021

IES

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“…It helps to argue, explain, clarify, and negotiate ideas. It can activate learning by providing learners with ample opportunities to have interaction with each other, provide feedback, and act in response to feedback on their writing (Dang, 2016). Collaborative feedback is one of the devices that make learners critical thinkers (Ali, 2021;Barnavi, 2010).…”

Section: Collaborative Feedbackmentioning

confidence: 99%

Online Reformulation and Collaborative Feedback: Its Effect on EFL Learners’ Writing Performance during the COVID-19 Pandemic

Davari

2022

IJREE

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The present study examined the effect of the online reformulation and collaborative feedback on Iranian learners' writing in an English as a foreign language (EFL) context. To this end, three female intact classes (N = 55) at the upper-intermediate level were selected. Two of these classes were thence randomly selected as the experimental groups (1 & 2) and the other one as the control group. Experimental group 1 was provided with online writing feedback in the form of reformulation.Experimental group 2 received online feedback through reformulation followed by general online sessions with the participants for extra individual guidance, i.e., online collaborative feedback in the form of post-writing conferences. The control group experienced the same amount of online writing instruction. They were, however, provided feedback conventionally without reformulation tasks and collaborative feedback. To measure writing proficiency, IELTS task 2 was administered as the pretreatment and the post-treatment test. One-way ANOVA and Post-hoc Tukey Test were used to compare the mean score of the composition tests between groups. The significant effect of online reformulation and collaborative feedback on writing was confirmed. This study has pedagogical implications for EFL English teachers and stakeholders in providing feedback on EFL learners' writings.

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“…While the research conducted by Dang (2016) states that theoretically and empirically feedback from members of the group are beneficial because feedback can help achieve learning outcomes. However, finding data on feedback is sometimes tricky to handle due to different viewpoints from the Journal Of English Language and Literature (JELL) STIBA -IEC JAKARTA students.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Implementation of Collaborative Strategy With Integrated Writing Skills in English Language Classroom at Mercubuana University

budiarto¹

2018

jell

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The purpose of this study is to investigate on how the teaching of integrated writing skills can be implemented through collaborative strategy. Writing skills need to be combined with other skills, because students need a lot of reading in order to obtain information, ideas and examples of correct writing. On the other hand feedback and ideas can also be gained by listening to what the teacher or a friend says. Fellow students can also discuss their writing and work together to develop ideas, discuss the use of grammar, the right words and rules in writing. Since writing skills requires a lot of rules and a long process, the collaboration is expected to reduce the burden experienced by the students. However, teachers should ensure that the collaboration is actually done by students properly by observing their activity, participation, and motivation in writing. Peer-reviewing activities can be used to monitor on how students actively engage in the writing process. Research was conducted at Mercubuana University is a qualitative research that focuses on how a lecturer teaches the students writing skills as an integrated skill, how she facilitates students to actively participate in collaborative writing, and how effectively she encourages the students to do peer reviewing.

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Vietnamese EFL Students’ Perceptions of Noticing-Based Collaborative Feedback on Their Writing Performance

Cited by 6 publications

References 45 publications

Secondary Students’ Perceptions of Their Engagement in a Correcting Process

Secondary Students’ Perceptions of Their Engagement in a Correcting Process

Online Reformulation and Collaborative Feedback: Its Effect on EFL Learners’ Writing Performance during the COVID-19 Pandemic

The Implementation of Collaborative Strategy With Integrated Writing Skills in English Language Classroom at Mercubuana University

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