The Effects of Online Peer Feedback on Students’ Writing Skills during Corona Virus Pandemic

Abstract

The purpose of this study is to compare the impacts of two different modes of epeer feedback on the students’ writing skills to see which mode should be better used to train the students’ writing skills. The current study included 66 first-year students from the University of Foreign Language Studies in Danang City, Vietnam. The quasi-experimental research design was employed in the study. The two groups were taught how to compose a paragraph writing with peer comments in two rounds (1st & 2nd drafts). One group used Moodle (LMS), while the other used Facebook for e-peer feedback. Data collection was from pre-and post-tests for quantitative analysis. The research indicated that both types of e-peer feedback had a significant influence on students' writing abilities. However, the Moodle peer comments had little effect on students' writing length, but the e-peer remark on Facebook had a considerable impact. Post-test comparisons show that students who conducted peer comments on Facebook were considerably more diverse than their peers who conducted them in Moodle.