Pham Tan Tai

Tesol 10

The Benefits of Peer Response in L2 student

Writing
Over the years, peer comment has been widely applied by L2 writing
teachers because that was considered as a necessary component in the
process writing approach (Elbow 1973; Emig 1971, as cited in Hansen and
Jun Liu, 2003, p.31).

According to Tsui and Ng (2000), there are some

beneficial effects of peer response. Firstly, it promotes collaborative learning

among students. Truly, peers can help each other to improve writing quality
through working together to generate ideas, organize information, choose
appropriate language, and edit the final draft (Pham Vu Phi Ho, 2015).
Secondly, peer review also enhances students autonomy of processing of
their own writing,

since after receiving the comments they can consider

whether they need to improve or not. Therefore, students can identify their
own strengths and weaknesses in writing, and make their text more readerfriendly (Tsui, & Ng, 2000, p.168).

Lastly, peer review can also develop

students confidence in writing. As they discover their own competence as

writer and language users, they become more confident in themselves and
take more control over their learning (Kutz et al.,1993, cited in Tsui and Ng,
2000, p.168). In short, Abdel (2013, p.42) asserts that peer review has been

regarded an essential feedback delivery system in process-based second

language writing classrooms.

References
Abdel Rahman Adalla Salih. (2013). Peer response to L2 student
writing: Pattern and Expectations, 42 -50
doi:10.5539/elt.v6n3p42
Amy B.M. Tsui and Maria NG. (2000). Do secondary L2 writers benefits
from peer comments?
Journal of second language writing, 9 (2), 147-170
Hansen and Jun Liu. (2003). Guiding principles for effective peer
response, 31-38
Pham. V. P. Ho & Usaha, S. (2009). Blog-based peer response for EFL
writing: A case study in Vietnam. Aisa call online journal (ISSN
1936-9859) Vol. 4 No.1 October 2009
Pham Vu Phi Ho (2015). Phng php t chc lp hc vit bi lun theo
nhm. Nh xut bn kinh t TP. H Ch Minh
Sandra Lam Tsui Eu. A qualitative study of second language writers
response to and use of teacher and peer feedback a proposal,
116-123
Eu, S. L. (n.d.). A qualitative study of second language writers' rseponse to and use
of teache and peer feedback - a proposal. 116-123.
Junliu, H. &. (2003). Guiding principle for effective peer response. 31-38.
Pham, H. V. P(2015). Phng php t chc lp hc vit bi lun theo nhm.
Pham. V. P. Ho & Usaha, S. (2009). Blog-based peer response for EFL writing: A case
study in Vietnam. Asia call online journal (ISSN 1936-9859) Vol. 4 No. 1
October, 2009.
Salih, A. R. (2013). Peer response to L2 student writing: Patterns and Expectations.
doi:10.5539/elt.v6n3p42, 42-50.
Tsui & Ng. (2000). Do sencondary L2 writers benefit from peer comments? Journal of
second language writing, 9 (2), 147-170.