Vietnamese secondary students' engagement in correcting their EFL writing: Using peer group and teacher feedback

Trang Thi Doan Dang, Janet Scull and Raqib Chowdhury
Monash University, Australia

Although the effect of teacher and peer feedback on writing improvement in the field of second language teaching has been discussed in scholarly research for several decades, student engagement with both forms of feedback integrated into a sequence of discovery, correction and revision remains under-researched. This study investigates the impact of feedback during a teaching sequence to support students' writing development, along with students' engagement in each phase of the teaching design. Drawing on Vygotsky's concept of guided learning, the teaching sequence was developed to prioritise collaborative group work and address students' limited engagement with feedback-correction and revision practices. The sequence was administered to 31 Vietnamese secondary students over eight weeks, from which an exploratory method was adopted. The analysis of data from audio recordings and groups' rewritten texts exhibited varied levels of student engagement. Importantly, the findings demonstrate the potential for integrating forms of feedback into the correcting sequence through group-based tasks to maximise students' learning
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Authors: Dr Trang Thi Doan Dang is a lecturer at Ho Chi Minh City Open University. She has worked as a sessional teaching associate in the Faculty of Education, Monash University, Australia where she obtained her PhD in TESOL. Her research interests are in the fields of English language pedagogy, applied linguistics, and teacher professional development. ORCID: https://orcid.org/0000-0002-0029-944X Email: doantrangmc71@gmail.com Dr Janet Scull is an associate professor in the School of Curriculum, Teaching and Inclusive Education, Faculty of Education, Monash University. Her teaching and research focus on areas of language and literacy acquisition, literacy teaching and assessment and effective teaching practices in the early years of schooling and exploring relationships between language, literacy and learning. ORCID: https://orcid.org/0000-0002-1772-4190 Email: janet.scull@monash.edu Dr Raqib Chowdhury is a senior lecturer in the School of Curriculum, Teaching and Inclusive Education, Faculty of Education, Monash University. He has published in the areas of TESOL and ELT, culture and pedagogy, English Teacher Education, international education, social justice and identity. ORCID: https://orcid.org/0000-0002-3136-6545 Email: raqib.chowdhury@monash.edu Please cite as: Dang, T. T. D., Scull, J. & Chowdhury, R. (2022). Vietnamese secondary students' engagement in correcting their EFL writing: Using peer group and teacher feedback. Issues in Educational Research, 32(2), 453-472. http://www.iier.org.au/iier32/dang.pdf