Do Secondary L2 Writers Benefit from Peer Comments
By A. Tsui, Maria Ng. 2000
680 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/02e037b65932a8c3755701134d5bd22e5a379728
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Citations in the corpus
- A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback (2010, background): “…the current literature in support of the usefulness of peer review activities is inevitably undermined by some empirical evidence indicating a low ratio of incorporation of peer feedback into students’ subsequent revisions (Miao, Badger, & Zhen, 2006; Min, 2006; Paulus, 1999; Tsui & Ng, 2000).”
- Is training student reviewers worth its while? A study of how training influences the quality of students’ feedback and writing (2013, background): “…some of the previous studies (Chou, 1999; Leki, 1990; Lockhart & Ng, 1993; Mendonca & Johnson, 1994; Nelson & Carson, 1998; Nelson & Murphy, 1993; Tsui & Ng, 2000) have shown, the present study maintains that students can provide effective feedback, provided that they go through carefully…”
- Distinctive qualities of expert teachers (2009, background): “Through responding to students’ and teachers’ needs, she formulated a prototype of a writing cycle which she subsequently researched (see Tsui, 2003 ; Tsui & Ng, 2000 ).”
- The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers (2012, methodology): “In this respect, a technique that has received great attention over the last two decades is peer reviewing (Fox, 1980; Holt, 1992; Mangelsdorf, 1992; Mittan, 1989; Soares, 2004; Tsui & Ng, 2000; McMurry, 2004; Mukundan & Nimehchisalem, 2011; etc).”
- Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance (2018, background): “These feedback processes include students taking different perspectives, comparing others’ work to their own and the assimilation of new knowledge, which can be coherently referred to as reflective knowledge building (e.g. van Popta et al. 2017; Tsui and Ng 2000).”
- The effects of trained peer review on EFL students’ revision types and writing quality (2006, methodology): “%) and those reported in the literature (Chou, 1999; Connor & Asenavage, 1994; Mendonca & Johnson, 1994; Paulus, 1999; Tang & Tithecott, 1999; Tsui & Ng, 2000).”
- Peer feedback in second language writing (2005–2014) (2016, background): “…power distance, the concept of ‘face’, and interpersonal harmony) which is found to exert negative influence on students’ engagement with or participation in peer feedback (Carson & Nelson 1994, 1996; Nelson & Carson 1998; Hyland 2000; Tsui & Ng 2000, 2010; Hu & Lam 2010; Yu, Lee & Mak 2016).”
- Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? (2010, methodology): “For example, Tsui and Ng (2000) found that students perceived teacher and peer feedback as helpful if it provided specific and elaborated revision suggestions.”
- Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom (2010, background): “In line with college ESL/EFL learners, Tsui and Ng (2000) observed that the secondary ESL learners in their study also used more teacher than peer feedback in their redrafts.”
- A comparative study of peer and teacher feedback in a Chinese EFL writing class (2006, methodology): “…about how to manage the provision of feedback in a way more consistent with process approaches, so that students receive feedback on drafts before submitting final products (e.g. Tribble, 1996; White & Arndt, 1991) in ways that are consistent with the time available to staff and the class size.”
- The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance (2012, positive): “A number of researchers, such as Tsui and Ng ( 2000 ), have also recommended peer review as a collaborative activity to secure immediate textual improvement and, in the long run, to develop writing competence through mutual scaffolding.”
- A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum (2010, background): “Previous research on peer and teacher feedback in first language writing education identifies the beneficial effects of peer comments and proves them to be of equal or even greater effect than teacher comments (Tsui & Ng, 2000 ).”
- Feedback on second language students' writing (2006, background): “Tsui & Ng (2000) found that Hong Kong secondary students viewed the teacher as a ‘figure of authority that guaranteed quality’ (p. 149) and were reluctant to trust their peers.”
- Improving the effectiveness of peer feedback for learning (2009, background): “Tsui and Ng (2000) found that teacher feedback was more often incorporated in revisions than peer comments when students received both peer and teacher comments.”