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The Incorporation of Facebook-Based Peer Comments Into Writing Revisions: A Framework for Social-Network Peer Commentaries

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  • Vu Phi Ho Pham
  • Thi Kim Phung Luong

Abstract

This study determined the degree to which students used peer feedback from Facebook to revise their writing papers and explored the students’ perspectives on a framework of using a social network for peer commentaries. The study enrolled two intact groups, 40 students in the control group and 32 students in the experimental group, at a university in Ho Chi Minh City, Vietnam. The student’s initial and final drafts, peer reviews, and semi-structured interviews were used to collect data. The results indicated that 45% of changes were made in response to peer reviews, while 55% were made solely on the basis of the student’s own judgments. Additionally, the overall number of revisions made by students was greater than the number of revisions caused by comments at higher levels such as “Clause,†“Sentence,†and “Paragraph.†Numerous previous studies refuted the current study’s results, raising questions for researchers/instructors considering using Facebook as a forum for their writing classes because the students become more responsible for developing their writing skills.

Suggested Citation

  • Vu Phi Ho Pham & Thi Kim Phung Luong, 2023. "The Incorporation of Facebook-Based Peer Comments Into Writing Revisions: A Framework for Social-Network Peer Commentaries," SAGE Open, , vol. 13(4), pages 21582440231, October.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:4:p:21582440231203462
    DOI: 10.1177/21582440231203462
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    References listed on IDEAS

    as
    1. Norizan Razak & Murad Saeed, 2015. "EFL Arab Learners’ Peer Revision of Writing in a Facebook Group: Contributions to Written Texts and Sense of Online Community," English Language Teaching, Canadian Center of Science and Education, vol. 8(12), pages 1-11, December.
    2. Melor Md Yunus & Hadi Salehi & Chen Chenzi, 2012. "Integrating Social Networking Tools into ESL Writing Classroom: Strengths and Weaknesses," English Language Teaching, Canadian Center of Science and Education, vol. 5(8), pages 1-42, August.
    3. Vu Phi Ho Phi Pham & Truong Chinh Le & The Hung Phan & Ngoc Hoang Vy Nguyen, 2022. "The Effects of Trained Peer Feedback for High School Students," World Journal of English Language, Sciedu Press, vol. 12(1), pages 1-27, December.
    Full references (including those not matched with items on IDEAS)

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