Presentation Proposals for GLoCALL 2021

Note: The role you are currently using is a different role from your usual role. The messages below are those that would appear if you were actually logged in as a user with this role. The messages are displayed for testing purposes, and they may not strictly be relevant to your actual registration status.

In order to add, edit or delete a presentation proposal for this conference, you need to log in to this website and enrol in this Moodle course.

If you have a username but are not enrolled in this Moodle course, please click here to enrol and then revisit this page to continue the proposal submission process.

To add a presentation proposal, please click the "Add entry" link below, and fill out the form on the next page.

To edit a presentation proposal, please click the "View single" link below, and then click the edit icon on the next page.

To delete a presentation proposal, please click the "View single" link below, and then click the delete icon on the next page.

Main presenter
Mr. Tri Minh NGUYEN
Edith Cowan University, Australia ; The V Language (Ho Chi Minh, Viet Nam)
Presenter [2]
Mr. Huy Ngoc NGUYEN Van Lang University, Vietnam
Presenter [3]
Presenter [4]
Presenter [5]
Presentation details
Presentation title
The feasibility of asynchronous peer assessment in Covid time: Teachers’ belief and practice in academic writing
Presentation abstract
The spread of Covid 19 pandemic has shifted the physical classroom into the online learning to maintain the continuous acquisition among learners, especially in writing class. In the context of Vietnam, the use of peer assessment has been applied to to foster the learners’ reflection and autonomy as an alternative forms of formative assessment; however, the success of this method is not ensured in certain pedagogical contexts. This paper aims to explore teachers’ perceptions towards the importance and practicality of asynchronous peer assessment in online writing classes in the pandemic and investigate how teachers apply asynchronous peer assessment in their classroom practice. The data in this mixed method design were collected via a questionnaire and in-depth interview with 15 university lecturers . The findings reveal the misalignment in the belief and practice of these participants. Although they acknowledge the benefits of asynchronous peer assessment in online writing class for self-reflection, autonomy enhancement, and improvement of overall performance, just roughly over a half apply this method because of the challenges in terms of learners’ proficiency, profound assessment training, and time constraint for personalised revision.
Original submission
peer assessment, online learning, autonomy
E-learning, collaborative learning and blended learning
Possible presentation times
Presentation video
Comments or questions
Submitted by
Tri Nguyen
Submitted: Wednesday, 1 September 2021, 12:56 AM [JST]
Modified: Thursday, 14 October 2021, 8:39 PM [JST]
Peer review
Peer review score
Peer review details
Peer review notes
Schedule number