The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy

By R. Ruegg. 2018

139 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/34224eba8b07e40df70df470a49696b993f6625b

How researchers see this paper

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

In Education

1. Shulin Yu
2. Icy Lee
3. N. Storch
4. A. Hamouda
5. Yao Zheng
6. Ricky Lam
7. Ye Han

In Language and Linguistics

1. Shulin Yu
2. Icy Lee
3. A. Hamouda
4. Yao Zheng
5. Ricky Lam

Citations in the corpus

• Peer feedback in second language writing (2005–2014) (2016, background): “Ruegg (2014) examined changes in L2 writing self-efficacy over one academic year between two groups (teacher feedback group vs. peer feedback group) of Japanese EFL university students and found that the teacher feedback group increased in L2 writing self-efficacy significantly more than the peer…”