Feedback in Second Language Writing: Feedback and revision in second language writing: Contextual, teacher, and student variables

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Facilitating productive use of feedback in higher education (2013, background): “…effects on the self-perception of students with low self-esteem, and students receiving high grades often do not read their feedback when they are satisfied with the grade awarded (Brown, 2007; Burke, 2007; Enginarlar, 1993; Goldstein, 2006; James, 2000; Lipnevich and Smith, 2009; Vardi, 2009).”
Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom (2010, background): “Likewise, the ESL learners in Goldstein (2006) also admitted in interviews that they sometimes used teacher feedback for their redrafts without understanding its necessity.”
Peer feedback in second language writing (2005–2014) (2016, background): “…have identified the social nature of teacher feedback and the significance of contextual factors in influencing teacher feedback practices (Goldstein 2006; Hyland & Hyland 2006; Lee 2008), little attention has been paid to how peer feedback practices are shaped by students’ personal…”
Written corrective feedback from sociocultural theoretical perspectives: A research agenda (2018, background): “One of the criticisms levelled at studies on WCF is that they are often decontextualized, presenting the feedback activity as linear: the teacher provides feedback and the learner revises (Goldstein 2001, 2006).”