Peer Response in Second Language Writing Classrooms
By Jun Liu, J. H. Edwards. 2002
401 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/06a70f74a6cf5395eba7967ad276131a705ccabd
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Language and Linguistics
Citations in the corpus
- Is training student reviewers worth its while? A study of how training influences the quality of students’ feedback and writing (2013, background): “As Liu and Hansen (2005) state, the context, whether it is a second or a foreign language setting, affects peer response.”
- Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, neutral): “…/ ISSN 1747-7565 online C© 2012 Taylor & Francis http://dx.doi.org/10.1080/09658416.2011.639884 http://www.tandfonline.com to learner–learner interaction is still under-investigated (but see, for written peer CF, De Guerrero & Villamil, 2000; Liu & Hansen, 2002; Sheen, 2010; Tseng & Tsai, 2007).”
- Responding to student writing: Teachers’ philosophies and practices (2014, background): “…peer review task for students, experts suggest that teachers should structure the peer response carefully so that students know what to look for and how to give useful advice (see Ferris, 2003; Liu & Hansen, 2002); this suggestion seems consistent with many of these teachers’ reported practices.”
- Feedback on second language students' writing (2006, background): “Strong justification for the use of peer response is found in four theoretical stances: process writing, collaborative learning, Vygotskian learning theory and interactionist theories of L2 acquisition (Liu & Hansen 2002).”
- Peer feedback in second language writing (2005–2014) (2016, background): “It is through collaboration among peers that students acquire knowledge such as linguistic knowledge and writing skills (Bruffee 1984; Liu & Hansen 2002).”
- EFL classroom peer assessment: Training effects on rating and commenting (2008, background): “The same concerns about student capacity to discern peer performance and the need for training were raised in recent guidelines on peer review in L2 writing (Hu, 2005; Liu & Hansen, 2002).”
- Peer Feedback in Learning English Writing: Advantages and Disadvantages (2013, background): “…and interactants for each other is such a way that learners assume roles and responsibilities normally taken on by a formally trained teacher, tutor, or editor in commenting on and critiquing each other's drafts in both written and oral formats in the process of writing" (Liu and Hansen, 2002:1).”
- Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective (2015, background): “…proficiency plays a crucial role in influencing their participation in, reactions to, and engagement with peer feedback (Hyland & Hyland, 2006; Liu & Hansen, 2002; Nelson & Carson 1998), the findings of our study suggest that students with similar English language proficiency can behave…”