Speaker
Description
This study is aimed to investigate the effects of using Facebook as a learning tool to give peer feedback on students’ writing performance and their perceptions of implementing peer feedback on Facebook in learning writing. An experimental study was conducted with 69 tenth-grade students in a local upper secondary school in Tra Vinh. The quantitative data from pretest and posttest were analyzed to examine the effects of Facebook as a learning tool to give peer feedback on students’ writing performance. The quantitative and qualitative data from the questionnaire focused on students’ perceptions of applying giving peer feedback on Facebook. The findings show that peer feedback on Facebook had positive effects on students’ writing performance and that they had positive attitudes towards using Facebook to give peer feedback on their writing learning.
Keywords: Facebook, peer feedback, writing performance.
