Research question 1: What are the effects of peer feedback on the writing competence of Vietnamese secondary school students? In order to find out (a) whether students' writing ability was improved due to peer response and (b) whether they improved their writing, what effects of peer response led to the improvement of students' writing, the Mean pre-test and post-test scores were compared using a paired-samples t-test. Only experimental group involved in this comparison between pre-test and post-test. However, to ensure that peer reviews were related to student writing improvement, a comparison was made between pre-test and post-test of control group students (n=18). According to the evaluators, the students in the control group did not improve their writing after 8 weeks, although about 50% of them increased their grade from 0.25 to 0.5. The evaluators said that these students scored higher on the post-test only because it was the monthly test and they wrote more carefully. There was actually no change in their writing styles, nor in the organization of their essays, vocabulary, coherence, etc. 18 students also admitted the same as what the evaluators thought.Paired differences t df Sig. (2-tailed)St. mean Standard deviation Mean error Pretest result 1 - Posttest result 1 -.09474 .35115 .08056 -1.176 18 .255Table 1: Means of the pre-test and post-test of the first topic of the experimental groupWith the first topic "Write a review about your favorite movie,” Table 1 indicated the mean pre-test and post-test scores of the students in the experimental group. As can be seen in Table 1, Sig. = 0.255 > 0.05 demonstrated that the students' pre-test did not differ from the students' post-test. This result implied that peer feedback did not lead to any improvement in writing… the focus of the article… in various EFL contexts in general (see, for example, Tsui & Ng, 2000; Grönkvist, 2006; Min, 2006). However, compared to previous studies on the effects of peer feedback on secondary school students, Vietnamese secondary school students did not have the opportunity to apply oral feedback to their revisions as well as practice and improve communication skills through peer feedback. peers such as Swedish (Grönkvist, 2006) and Chinese. students (Tsui & Ng, 2000) did so because of the short time spent in class meetings. However, in the interview, 20% of students shared the idea that discussion between writers and commentators can help clarify writers' intentions and avoid commentators' helplessness. While 20% was not a large number, this may be evidence that students wanted to improve their writing skills and began thinking about how to leverage peer response in their writing..