K–12 Vietnamese learners’ oral peer feedback in classroom L2 task-based interaction

This research analysed learners’ classroom interactions regarding peer feedback frequency and characteristics.

Two students studying together

Much lab-based interaction research has documented the facilitative role of oral corrective feedback in second language (L2) learning. However, little is known about provision of peer feedback in intact classrooms, especially by adolescent learners. 

This study investigated K–12 Vietnamese EFL learners’ provision and characteristics of oral peer feedback, and explored factors affecting its frequency. A questionnaire and interviews were used to examine factors affecting feedback occurrence. The research suggests pedagogical implications for harnessing the benefits of peer feedback, taking into consideration its mediating factors.

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