Feedback in Second Language Writing: Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback

By Olga S. Villamil, M. C. M. Guerrero. 2006

93 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/18d4515646e61db495d803a4b4bedfc7d28e4b0b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Patricia A. Alexander
2. Shulin Yu
3. Icy Lee
4. Richard E. Mayer
5. Huahui Zhao
6. Roxana Moreno
7. Fred Paas
8. Guido Makransky

In Human Factors and Ergonomics

1. Icy Lee
2. Richard E. Mayer
3. Huahui Zhao
4. Patricia A. Alexander
5. Shulin Yu
6. N. Storch

Citations in the corpus

• Peer feedback in second language writing (2005–2014) (2016, background): “Among the literature on peer interaction, some studies have examined the use of language(s) in peer interaction during peer feedback, most of which are informed by SCT (Villamil & Guerrero 2006; Storch & Aldosari 2010; Zhao 2010; Yu & Lee 2014; Yu 2014).”
• Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom (2010, background): “In this theoretical framework, human intellectual capacities such as language development are suggested to be socially and culturally mediated within the Zone of Proximal Development (ZPD) (Lantolf, 2000; Lantolf & Thorne, 2006; Villamil & Guerrero, 2006; Vygotsky, 1978).”
• Handbook of Research on Learning and Instruction (2011, background): “In this section we describe several research studies examining two skill learning variables, feedback and contextual interference, influential in motor skill learning.”