THE EFFECTS OF INTENSIVE TRAINING SESSIONS OF PEER FEEDBACK ON ENGLISH-MAJORED STUDENTS’ WRITING ACHIEVEMENT

Mai Hung Dong, Nguyen Van Ut

Abstract


The current study aimed to scrutinize the effect of using intensive training sessions of peer feedback in teaching writing skills to English-majored students in English as a Foreign Language. To do as, the study sample consisted of sixty students from two classes with an equivalent number of participants in both the control and experimental groups (30 students each), and their treatment was implemented for eleven weeks. The experimental group received instruction through intensive training, while the control group was taught to use traditional methods. Both groups were administered pre-tests and post-tests, and their performance was evaluated by an instructor using the rubric of IELTS writing 2 based on a 10-point scoring system stipulated in the system of Vietnam education, which consists of four main domains, namely Task Achievements, Cohesion & Coherence, Lexical Resource, and Grammatical Range & Accuracy. The results indicated that both groups improved, but the experimental group demonstrated a relatively greater improvement compared to the control group. Furthermore, the most significant number of participants in the experimental group expressed a positive perception of the application of intensive training sessions of peer feedback in enhancing their writing skills. Thus, the proposed pedagogical implications of utilizing intensive training in peer feedback for academic writing in English as a foreign language are expected to bring innovation to the teaching of writing in Tra Vinh, which is located in the Mekong Delta region of Vietnam.

 

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Keywords


English-majored students; intensive training; peer feedback; writing achievement

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DOI: http://dx.doi.org/10.46827/ejfl.v8i2.5529

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