Speaker
Description
Developing students’ writing ability remains a major challenge in many English language classrooms, particularly when learners struggle to evaluate their own ideas and organisation before producing a full essay. This presentation introduces a classroom activity called Reading for Feedback, designed to support students’ writing development through structured peer interaction and reflective questioning.
In this activity, students work in small groups to exchange essay outlines. They first read their peers’ work silently, allowing them to focus on the organisation of ideas. Afterwards, students move to different spaces around the school to read the outlines aloud using guiding questions provided by the teacher. This stage helps students identify unclear points, weak logical connections, or missing explanations that may not be easily noticed during silent reading.
The activity then moves to a reverse feedback stage, in which feedback providers initially refrain from giving comments. Instead, writers are encouraged to ask questions about their own outlines, prompting deeper reflection on their arguments and supporting ideas. Finally, peers complete a structured feedback form that provides written suggestions for revision.
This process encourages learners to engage in collaborative learning, develop reflective thinking, and improve clarity in their writing. By combining silent reading, oral processing, and guided peer feedback, the activity supports students in strengthening essay organisation before drafting. The presentation will share the procedure, classroom materials, and practical implications for teachers who wish to integrate peer-supported feedback into writing instruction.
Biography
Mr. Thien is an OIC English teacher at I Can School (ICS), Vietnam, where Project-Based Learning (PBL) is a core pedagogical approach adopted across the school. In this environment, he supports students in developing English communication and writing skills through collaborative and inquiry-based learning activities.
His classroom practice focuses on helping students organise ideas, express arguments clearly, and engage in reflective learning processes. The teaching idea presented in this proposal emerged from his experience during the Young Writer Event, where he observed that many students struggled to evaluate the clarity and organisation of their ideas before drafting their essays. In response, he designed a structured peer-learning activity called Reading for Feedback, which integrates silent reading, oral processing, and guided questioning to support students in improving their essay outlines.
Mr. Thien is particularly interested in classroom practices that encourage student reflection, peer learning, and regenerative thinking. Through his teaching, he aims to explore practical strategies that make writing instruction more interactive, collaborative, and meaningful for EFL learners.
| Affiliate type | Others |
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