Tuyển tập Hội nghị Khoa học thường niên năm 2024. ISBN: 978-604-82-8175-5
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USING PEER FEEDBACK IN WRITING CLASSROOMS
Nguyen Phuong Linh
Thuyloi University, email: linhnp@tlu.edu.vn
1. INTRODUCTION
Writing is often seen as a product, so the
traditional approach to teaching and learning
this important skill only focuses on two main
stages: the production of drafts by learners
and the summative assessment given by
teachers (Gaudiani, 1997; Lalande, 1982).
However, over the past few decades,
researchers and instructors have shifted to a
process-oriented approach to writing in
which learners produce multiple drafts and
receive feedback from the teacher, peers, or
even themselves (Flower & Hayes, 1981).
Peer feedback, also referred to as peer
review or peer assessment, is the act of
reading a classmate’s paper and helping the
mate improve it by asking questions and
leaving comments in both written and oral
form (Oshima & Hogue, 2007). Research
have compared the effectiveness of peer
feedback with teacher feedback and self-
feedback in improving students’ writing. The
results suggest each form of feedback serves
a different purpose in the writing classroom
(Chen, 2010; Lam; 2013; Ruegg, 2014;
Suzuki, 2018; Xu & Liu, 2010; Zhao, 2010;).
Therefore, multiple sources of feedback
should be integrated to maximize students’
improvement in writing (Birjandi & Tamjid,
2012). As a result, it is essential that teachers
understand how peer feedback can positively
affect students’ writing and have proper
strategies to effectively carry out this
approach in class.
2. RESEARCH METHODOLOGY
This secondary research focuses on
highlighting some impacts of peer feedback on
writing performance, motivation, and learner
autonomy. Then, recommendations on how to
effectively instruct and encourage students to
give useful feedback will be provided.
3. FINDINGS
3.1. Types of feedback
According to Nelson and Schunn (2009),
feedback can be summary statements,
problem/solution feedback, or praises.
Summary feedback focuses on the
discussed topics, the claims made or actions
taken by the author. Such statements let the
authors know how readers comprehend their
texts and use that understanding as a context
for other feedback. They also help
determine whether the actual performance
matched the intended performance (Nelson
& Schunn, 2009). This aligns with Ferris’s
findings (1997) that receiving summaries
about their writing encourage college
students to make more significant revisions.
Moreover, useful summaries can provide an
organizational framework by breaking down
information into more manageable parts
(Bransford et al., 2003).
Problem/solution feedback may be the
most common type of feedback (Hattie &
Timperly, 2007). It includes identification of
the problems, their locations, and suggestion
of solutions. Nelson and Schunn (2009)
discovered that authors were more likely to
understand and implement feedback if the
problems were explicitly identified and
located, and solutions were offered.
However, unclear explanation of the problem
can decrease the likelihood of feedback
