TRAINING STUDENT TO DO PEER REVIEW TO IMPROVE THEIR WRITTEN ENGLISH PROFICIENCY

Abstract

The lack of skills in doing peer review leads to negative impacts on students’ performance in peer review and writing. The article was conducted to investigate the effects of teacher’s peer review training on the quantity and quality of students’ peer feedback activity and on the improvement of students’ writing. The participants were freshmen at faculty of English language teacher education, University of languages and international studies, Vietnam National University,
Hanoi. The two interventions of this action research were in-class modeling and small group conference. Students’ writing analysis and interview revealed two significant findings. First, after training, the students’ comments improved in both quantity and some aspects of quality. Second, the peer review training helped students to enhance their written command of English. Some practical suggestions for applying peer review among university students were also given.