Dialogue within peer feedback processes: clarification and negotiation of meaning

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Impact of AI assistance on student agency (2023, background): “Engaging students in peer feedback has been recognised as a beneficial approach that promotes higher-order learning and provides students with fast and detailed feedback on their work Zhu and Carless (2018).”
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, unknown): “Unlike the college and middle school students in prior studies (Zhu & Carless, 2018), young students might lack the necessary linguistic knowledge to detect errors and offer valid feedback in collaborative writing.”
The development of student feedback literacy: the influences of teacher feedback on peer feedback (2019, background): “…particular, enriched their epistemological knowledge (e.g. what comprises high-quality peer feedback) and practical knowledge (e.g. how to provide such feedback) by internalizing teacher oral and written instruction, as well as teacher feedback on peer feedback (Chang 2015; Zhu and Carless 2018).”
A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “In the framework, students are placed as learning agents who negotiate meaning from feedback through a dialogue with peers, which is a recommended practice in the recent literature (Boud and Molloy 2013; Zhu and Carless 2018).”