Innovation in Language Learning

Research in the field of English language education has revealed a widening digital devide between the application of technology for non-educational and educational purposes, and differences in technology practices inside and outside the classroom. In an attempt to narrowing this apparent gap, I conducted an action research that invited students to bring their own devices to our writing lessons, as part of the cross-country project namely, Investigating teachers’ experiences of conducting action research on the use of ICT and new technology in the ELT classroom, initiated and sponsored by the British Council. It was a technology-supported peer review practice with a group of non-English-majored students in their first year at a Vietnamese university. My aim was to develop students’ general academic and academic writing skills which include critical thinking, cooperative learning and other study skills. Utilising classroom observation, focus group and follow-up interviews, this action research has found a positive shift in students’ attitudes and perceptions towards peer-review and more importantly, towards academic writting and English language learning supported by technologies. In this paper, I will, firstly, provide a general picture of the educational context and participants, then a description of the classroom procedures and post-class follow-up tasks. After that, I will analyse students’ writing samples and discuss their reflections as well as my own of this experience. Finally, I will put forward certain suggestions for more efficient implementation of peer reviews in writing class and recommendations for further study.