Reviewer stances and writer perceptions in EFL peer review training
By Hui-Tzu Min. 2008
91 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/404e1885021e2e65b676f802401f93aabc411b4f
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Citations in the corpus
- Peer Feedback in Learning English Writing: Advantages and Disadvantages (2013, background): “A growing body of research has recommended the use of peer feedback because of its social, cognitive, and affective benefits (Hinkel, 2004; Lundstorm & Baker, 2009; Min, 2008; Pol et al., 2008; and, Storch, 2004) because good feedback helps students understand their subject area and gives them clear”
- Peer feedback in second language writing (2005–2014) (2016, background): “A few studies on peer feedback in L2 writing have focused on student stances and motives (Jin 2007; Min 2008; Jin & Zhu 2010; Zhu & Mitchell 2012; Wakabayashi 2013; Yu & Lee 2015).”
- Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective (2015, background): “…feedback activities, some other studies have explored the relationship between learner motives and students’ peer feedback stances, defined as the roles that reviewers and writers adopt toward the written essay for revision, the writers and the feedback activity (Min, 2008; Nelson & Murphy, 1993).”
- A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum (2010, background): “Counter arguments are that Sadler ( 1998 ) describes the ‘ideal’ teacher and not the ‘average’ teacher, that students’ peer assessment skills can be trained so that their feedback becomes as effective as teacher feedback in the end (Sadler, 1998 ; Sluijsmans, 2002 ; Min, 2008 ); and that the use ”