Interviewed students valued idea generation and peer evaluation but reported difficulties with editing checklists and unhelpful peer feedback¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? All six interviewees preferred the process approach and valued peer evaluation, but two low-gain students struggled to correct errors after using the checklist and one high-gain student found peers' feedback too general to be useful. → Ngo 2011

Evidence¶

Ngo 2011¶

Ngo, C. M. & Trinh, L. Q. (2011). Lagging Behind Writing Pedagogical Developments: The Impact of Implementing Process-Based Approach on Learners' Writing in a Vietnamese Secondary Education Context. i-manager's Journal of English Language Teaching, 1(3), July-September 2011. https://eric.ed.gov/?id=EJ1071038

q1 · i? · causal · r1

Qualitative follow-up interviews with six experimental-group students selected by test gain, conducted in Vietnamese. Interviewees reported checklist difficulties and, per one high achiever, peers gave only "general comments".

"Two participants from condition low said that they had difficulties using the editing checklist. They reasoned that although it was easy to give ticks on the checklist, they did not know how to correct the mistakes after completing it."

Discussion¶

Related Claims¶

• Most interviewees attributed writing improvement to explicit instruction, scaffolding and collaborative learning, and self-regulated writing, though some felt uncomfortable in pair work — related
• Access to spell check and editing tools without explicit instruction did not improve, and may have reduced, control students' error correction — related
• Journal writing with weekly teacher feedback fostered cooperative learning atmosphere and student-teacher rapport — related