Peer Feedback on Second Language Writing through Blogs: The Case of a Vietnamese EFL Classroom
Peer Feedback on Second Language Writing through Blogs: The Case of a Vietnamese EFL Classroom
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通过博客进行第二语言写作的同伴反馈：以越南英语课堂为例
DOI：
10.4018/ijcallt.2012010102
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Phuong Thi Tuyet Nguyen
中科院分区：
文献类型：
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作者：
Phuong Thi Tuyet Nguyen
本研究探讨了越南EFL学生如何将博客视为练习写作的工具，考察学生的评论是否有助于同行修改，并评估同行的评论是否会导致书面草稿的实质性修改。这项研究的参与者包括越南一家以英语为外语的英语课堂上的11名学生。收集的数据包括学生两个写作主题的初稿和最终稿，网上发布的评论，以及学生对调查问卷的回答。学生对问卷的回答被分析，他们的评论被编码为以修改为导向的或非以修改为导向的Liu&Sadler，2003。这项研究的结果表明，大多数学生对使用博客练习第二语言写作持积极态度，大多数学生对同龄人的草稿提出了以修改为导向的评论。也有证据表明，学生们利用同龄人的评论修改了自己的期末稿。讨论了本研究对语言教学实践的启示。
This study explores how Vietnamese EFL students view blogs as tools with which to practise writing, examines whether student comments assist in peer revision, and evaluates whether peer comments result in substantive revisions of written drafts. Participants in this study included 11 students in an English-as-a-Foreign-Language EFL classroom in Vietnam. Data collected included students' first and final drafts for two writing topics, comments posted online, and student responses to a questionnaire. Student responses to the questionnaire were analysed and their comments were coded as revision-oriented or non-revision-oriented Liu & Sadler, 2003. This study's findings indicate that most students expressed positive attitudes toward using blogs to practise second language L2 writing and that most students made revision-oriented comments on their peers' drafts. There is also evidence that students used their peers' comments to revise their own final drafts. The implications of this study for language teaching practice are discussed.