A Study of Facebook-Based Peer Comments on L2 Writing
DOI:
https://doi.org/10.2991/assehr.k.210226.014Keywords:
: peer comment, writing revision, Facebook-basedAbstract
Over the last decade, various studies have contributed to research around Computer-mediated Communication (CMC) tools such as Facebook Group as an alternative method for teaching English writing. In the review of Facebook in the L2 writing process, the study has found that the advent of Facebook integrated into a conventional writing class further necessitates the need for scrutinizing how to shape the quality of comments posted on Facebook Group and how to make use of these given comments in writing. This study explores Facebook-based peer comments on EFL students’ writing revisions, which may aid in answering how Facebook-based peer comments help learners improve their writing. This study’s contribution is to address writing teachers that play an essential role in applying technology into their writing classes to help students with peer commenting activities and students who actively take advantage of Facebook Group in learning outside classrooms.
References
Alberth, Use of Facebook, students’ intrinsic motivation to study writing, writing self-efficacy and writing performance, in: Technology, Pedagogy and Education, vol. 28, 2019, pp. 21-36. DOI: 10.1080/1475939x.2018.1552892
A.B. Tsui, M. Ng, Do secondary L2 writers benefit from peer comments?, in: Journal of second language writing, vol. 9, 2000, pp. 147-170. DOI: 10.1016/s1060-3743(00)00022-9
A. Hirvela, Collaborative writing instruction and communities of readers and writers, in: TESOL Journal, Vol. 8, 1999, pp. 7-12.
A.H.A. Majid, S.H. Stapa, Y.C.Keong, Blended scaffolding strategies through Facebook for learning and improving the writing process and writing performance, in: e-Bangi, vol. 12, 2015.
B. Zheng, M. Warschauer, Epilogue: Second language writing in the age of computer-mediated communication, in: Journal of Second Language Writing, Vol. 36, 2017, pp. 61-67. DOI: 10.1016/j.jslw.2017.05.014
C.W.Y. Chen, Graduate students’ self-reported perspectives regarding peer feedback and feedback from writing consultants, in: Asia Pacific Education Review, Vol. 11, 2010, pp. 151-158. DOI: 10.1007/s12564-010-9081-5
D. Dippold, Peer feedback through blogs: Student and tutor perceptions in an advanced German class, in: ReCALL, vol. 21, 2009, pp. 18-36.
D. Gedera, The dynamics of blog peer feedback in ESL classroom, in: Teaching English with technology, vol. 12, pp.16-30.
D.R. Ferris, Response to student writing: Implications for second language students, in: Routledge, 2003.
D. Sulisworo, T. Rahayu, R.N. Akhsan, The students’ academic writing skill after implementing blended learning using Facebook, in: Information Technologies and Learning Tools, vol. 56, 2016, pp. 176-191. DOI: https://doi.org/10.33407/itlt.v56i6.1477
E.C. Berg, The effects of trained peer response on ESL students' revision types and writing quality, in: Journal of second language writing, Vol. 8, 1999, pp. 215-241. DOI: 10.1016/s1060-3743(99)80115-5
E. Lee, Using web-based bulletin board for peer correction in EFL basic writing classes, in: Foreign Languages Education, vol. 9, 2002, pp. 147-164.
E. Prochaska, Korean EFL university students' evaluation of peer review interactions: A social model for evaluating the writing process, in: English Language & Literature Teaching, Vol. 11, E., 2005, pp. 51-66.
F. Hyland, ESL writers and feedback: Giving more autonomy to students, in: Language teaching research, vol. 4, 2000, pp. 33-54. DOI: 10.1177/136216880000400103
F. Tuzi, The impact of e-feedback on the revisions of L2 writers in an academic writing course, in: Computers and composition, vol. 21, 2004, pp. 217-235. DOI: doi:10.1016/j.compcom.2004.02.003
G. Dizon, A comparative study of Facebook vs. paper-and-pencil writing to improve L2 writing skills, in: Computer Assisted Language Learning, vol. 29, 2016, pp. 1249-1258. DOI: http://dx.doi.org/10.1080/09588221.2016.1266369
G. Kessler, D. Bikowski, J. Boggs, Collaborative writing among second language learners in academic web-based projects, in: Language Learning & Technology, vol. 16, 2012, pp. 91-109.
G. L. Nelson, J.M. Murphy, Writing groups and the less proficient ESL student, in: TESOL Journal, vol. 2, 1992, pp. 23-26.
H.C. Liou, Z.Y. Peng, Training effects on computer-mediated peer review, in: System, VOL. 37, 2009, pp. 514-525. DOI: 10.1016/j.system.2009.01.005
H.T. Min, Reviewer stances and writer perceptions in EFL peer review training, in: English for specific purposes, vol. 27, 2008, pp. 285-305. DOI: 10.1016/j.esp.2008.02.002
H.T. Min, Training students to become successful peer reviewers, in: System, vol. 33, 2005. pp. 293-308. DOI: 10.1016/j.system.2004.11.003
J.G. Hansen, J. Liu, Guiding principles for effective peer response, in: ELT Journal, vol. 59, 2005, pp. 31-38. DOI: 10.1093/elt/cci004
J. Lave, E. Wenger, Situated learning: Legitimate peripheral participation, in: Cambridge university press, 1991.
J. Yusof, N.A. Ab Manan, A.A. Alias, A. Pandian, Guided peer feedback via Facebook Notes for mixed-ability ESL learners in the Process Writing classroom: An Exploratory Study, in: Voice of Academia, vol. 7, 2012. pp.14-33.
K.A. Bruffee, Collaborative learning and the" conversation of mankind", in: College English, Vol. 46, 1984, pp. 635-652. DOI: 10.2307/376924
K. Cho, C.D. Schunn, Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system, in: Computers & Education, Vol. 48, 2010, pp. 409-426.
K. Hyland, F. Hyland, Feedback on second language students' writing, in: Language teaching, Vol. 39, 2006, pp. 83-101. DOI: 10.1017/s0261444806003399
L. Lee, Exploring wiki-mediated collaborative writing: A case study in an elementary Spanish course, in: Calico Journal, vol. 27, 2010, pp. 260-276. DOI: https://doi.org/10.2307/calicojournal.27.2.260
L.S. Vygotsky, Mind in Society, in: Cambridge, Massachusettes: Harvard University Press, 1978.
M. Andini, The Contribution of Facebook Group in Writing Activity, in: Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 2019, pp. 44-51. DOI: 10.22236/JER_Vol4Issue1
M.C. Ho, S.J. Savignon, Face-to-face and computer-mediated peer review in EFL writing, in: CALICO journal, 2007, pp. 269-290. DOI: 10.2307/24147912
M. Guardado, L. Shi, ESL students’ experiences of online peer feedback, in: Computers and Composition, Vol. 24, 2007, pp. 443-461. DOI: 10.1016/j.compcom.2007.03.002
M.H. Long, P.A. Porter, Group work, interlanguage talk, and second language acquisition, in: TESOL quarterly, Vol. 19, 1985, pp. 207-228. DOI: 10.2307/3586827
M.K. Lee, Peer feedback in second language writing: Investigating junior secondary students' perspectives on inter-feedback and intra-feedback, in: System, vol. 55, 2015, pp. 1-10. DOI: https://doi.org/10.1016/j.system.2015.08.003
M.M. Patchan, S.D. Schunn, Understanding the benefits of providing peer feedback: how students respond to peers’ texts of varying quality, in: Instructional Science, vol. 43, 2015, pp. 591-614. DOI: 10.1007/s11251-015-9353-x
M.M. Yunus, H. Salehi, C. Chen, Integrating social networking tools into ESL writing classroom: Strengths and weaknesses, in: English language teaching, vol. 5, 2012, pp. 42-48. DOI: 10.5539/elt.v5n8p42
N.A. Bani-Hani, M.A. Al-Sobh, A.R.H. Abu-Melhem, Utilizing Facebook groups in teaching writing: Jordanian EFL students' perceptions and attitudes, in: International Journal of English Linguistics, vol. 4, 2014, pp. 27. DOI: 10.5539/ijel.v4n5p27
N.A. Razak, M.A. Saeed, Collaborative writing revision process among learners of English as a foreign language (EFL) in an online community of practice (CoP), in: Australasian Journal of Educational Technology, Vol. 30, 2014. DOI: https://doi.org/10.14742/ajet.786
N.A. Razak, M.A. Saeed, EFL Arab Learners' Peer Revision of Writing in a Facebook Group: Contributions to Written Texts and Sense of Online Community, in: English Language Teaching, vol. 8, 2015, pp. 11-26. DOI: http://dx.doi.org/10.5539/elt.v8n12p11
N.K.T. Pham, Using facebook to facilitate tertiary-level students' learning of English writing through their language production, in Proceedings of International Conference on English Language Teaching 2016: Exploring new paths to a better future of ELTN in a Globalised World, Ho Chi Minh City: VNU-HCM Publishing House, 2016, pp. 633-647.
N. Shintani, R. Ellis, W. Suzuki, Effects of written feedback and revision on learners’ accuracy in using two English grammatical structures, in: Language learning, Vol. 64, 2014, pp. 103-131. DOI: 10.1111/lang.12029
N.V. Nguyen, T.M.T. Dao, The use of Facebook group as an online educational tool in teaching writing to high school students, in: Journal of Foreign Language Studies, Hanoi University, Vol. 43, 2015.
O.S. Villamil, M.C.M. de Guerrero, K. Hyland & F. Hyland, Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback, in: Feedback in Second Language Writing, pp. 23–41. DOI: 10.1017/cbo9781139524742.004
P. K. Matsuda, W. Grabe, R.B Kaplan, Theory and Practice of Writing: An Applied Linguistic Perspective, in: TESOL Quarterly, vol. 31, 1997, pp. 375. DOI:10.2307/3588058
Pham, V. P. Ho, L.T.K. Phung, T.T.T. Oanh, N.Q. Giao, Should Peer E-Comments Replace Traditional Peer Comments?, in: International Journal of Instruction, vol. 13, 2020, pp. 295-314. DOI: https://doi.org/10.29333/iji.2020.13120a
R.S. Rodliyah, Using a Facebook closed group to improve EFL students’ writing, in: Teflon Journal, vol. 27, 2016, pp. 82-100. DOI: 10.15639/teflinjournal.v27i1/82-100
R.C. Shih, Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning, in: Australasian Journal of Educational Technology, vol. 27, 2011. DOI: https://doi.org/10.14742/ajet.934
R. Inderawati, A.H. Pratama, B.A. Loreto, Peer assessment in Facebook comment column about one topic in writing II subject of the fourth semester students of Sriwijaya University English study program, in: English Franca: Academic Journal of English Language and Education, vol. 2, 2018. pp . 49-72.
R.L. Freishtat, J.A. Sandlin, Shaping youth discourse about technology: Technological colonization, manifest destiny, and the frontier myth in Facebook's public pedagogy, in: Educational Studies, vol. 46, 2010, pp. 503-523. DOI: 10.1080/00131946.2010.510408
S. Fisher, R. Memrise, J.Y. Jun, The effects of web-based feedback types on college students' English writing abilities and attitudes, in: English Language & Literature Teaching, vol. 11, 2005, pp. 179-202.
Statista, Leading countries based on number of Facebook users as of January 2020 (in millions), 2020. Retrieved December 27, 2020, from The Statistics Portal: https://www.statista.com/statistics/268136/top-15-countries-based-on-number-offacebook-users/
S. Wichadee, Peer feedback on Facebook: The use of social networking websites to develop writing ability of undergraduate students, in: Turkish Online Journal of Distance Education, vol. 14, 2013, pp. 260-270.
S. Zhang, Reexamining the affective advantage of peer feedback in the ESL writing class, in: Journal of second language writing, vol. 4, 1995, pp. 209-222. DOI: 10.1016/1060-3743(95)90010-1
T. Chen, Technology-supported peer feedback in ESL/EFL writing classes: A research synthesis, in: Computer Assisted Language Learning, vol. 29, 2016, pp. 365-397. DOI: 10.1080/09588221.2014.960942
T. Hedge, Teaching and learning in the language classroom, in: Oxford, England: Oxford university press, Vol. 106, 2001.
T. Suthiwartnarueput, P. Wasanasomsithi, Effects of using Facebook as a medium for discussions of English grammar and writing of low-intermediate EFL students, in: Electronic Journal of Foreign Language Teaching, vol. 9, 2012.
V.P.H. Pham, S. Usaha, Blog-based peer response for L2 writing revision. Computer Assisted Language Learning, vol. 29, 2016, pp. 724-748. DOI: http://dx.doi.org/10.1080/09588221.2015.1026355
Y. Gao, C.D.D. Schunn, Q. Yu, The alignment of written peer feedback with draft problems and its impact on revision in peer assessment, in: Assessment & Evaluation in Higher Education, Vol. 44, 2019, pp. 294-308.
Y.H. Cho, K. Cho, Peer reviewers learn from giving comments, in: Instructional Science, Vol. 39, 2011, pp. 629-643. DOI: https://doi.org/10.2307/23882823
Z.G. Ge, Exploring e-learners’ perceptions of net-based peer-reviewed English writing, in: International Journal of Computer-Supported Collaborative Learning, vol. 6, 2011. pp. 75-91. DOI: 10.1007/s11412-010-9103-7
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Vu Phi Ho Pham; Nguyen Thi Hoai Anh
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The copyright of all articles published in the Proceedings of the AsiaCALL International Conference (paic) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the aicp are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
