Indications of Paired- vs. Grouped-Peer Feedback on Students’ Writing Activities

Abstract

L2 teachers in Writing have long been using peer feedback to improve their writing skills in the classrooms. While findings from nearly all studies have shown paired-peer feedback and grouped-peer feedback to enhance student writing performance, few studies have attempted to compare the effect of paired and grouped-peer feedback on writing performance. If the results of paired and grouped-peer feedback are thus proposed, the view of using paired and grouped-peer feedback is further clarified in the EFL written guidance, so teachers can have a clearer understanding of the appropriate arrangement for students to receive paired or clustered peer reviews. This helps educators to organize their students in a writing classroom. First, in the current post, we shall address the theoretical basis of peer reviews. We will review previous feedback studies by analyzing paired-peer feedback and grouped-peer feedback behaviors in foreign and Vietnamese contexts. Finally, we will define the research differences based on theoretical review and previous studies.