Authors :
VO TRUONG GIANG
Volume/Issue :
Volume 7 - 2022, Issue 11 - November
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3vBEg2V
DOI :
https://doi.org/10.5281/zenodo.7485328
Abstract :
The learning process of writing has become more difficult and problematic for students due to the lack
of supporting tools for further practice to have better improvement in writing. It is therefore necessary for
both the teacher and students to have a teaching and learning tool to interact to each other and also to
fulfill the lack of social media support for writing learning, which produces some drawbacks, particularly
less advancements in writing skill. In this context, online peer feedback by Skype would be a notable
measure to solve the gap because it is a method to develop as well as facilitate learners’ writing
performance. This study will explore EFL learner’s perspective on the effectiveness of providing and
receiving online peer feedback via Skype to improve their writing skill. The methodology in this research
employs quantitative research method. Quantitative data was collected based on pretest, posttest, a
questionnaire survey, an interview and note-sheets from 74 participants in the experimental group. The
findings from the study indicated that online peer feedback affected participants to have better writing
performance. Additionally, participants made more improvement to provide high quality feedback by
reenforcing knowledge in writing skill. Using Skype is considered as a tool for the learning and teaching
process in writing, the advantages of Skype utilization through teaching and learning writing were also
emphasized. The questionnaire survey included 10 questions of total to ask the participants about their
opinions about the impacts that Skype broughtto improve writing skill. The interview and note-sheets
were also used to explore the views of participants about the difference between online peer feedback by
Skype and other forms and also what factors affected them in this learning process.
The learning process of writing has become more difficult and problematic for students due to the lack
of supporting tools for further practice to have better improvement in writing. It is therefore necessary for
both the teacher and students to have a teaching and learning tool to interact to each other and also to
fulfill the lack of social media support for writing learning, which produces some drawbacks, particularly
less advancements in writing skill. In this context, online peer feedback by Skype would be a notable
measure to solve the gap because it is a method to develop as well as facilitate learners’ writing
performance. This study will explore EFL learner’s perspective on the effectiveness of providing and
receiving online peer feedback via Skype to improve their writing skill. The methodology in this research
employs quantitative research method. Quantitative data was collected based on pretest, posttest, a
questionnaire survey, an interview and note-sheets from 74 participants in the experimental group. The
findings from the study indicated that online peer feedback affected participants to have better writing
performance. Additionally, participants made more improvement to provide high quality feedback by
reenforcing knowledge in writing skill. Using Skype is considered as a tool for the learning and teaching
process in writing, the advantages of Skype utilization through teaching and learning writing were also
emphasized. The questionnaire survey included 10 questions of total to ask the participants about their
opinions about the impacts that Skype broughtto improve writing skill. The interview and note-sheets
were also used to explore the views of participants about the difference between online peer feedback by
Skype and other forms and also what factors affected them in this learning process.
