The effect and affect of peer review in electronic versus traditional modes on L2 writing
By Jun Liu, R. Sadler. 2003
329 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/4ed9993ab3dbd8236871755a979e2c0c4dda916e
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom (2010, result): “…the facilitative role of L1 also indicates the impact of learners’ limited ESL/EFL proficiency on the use of peer feedback, as suggested in other empirical studies (W. Cheng & Warren, 2005; Liu & Sadler, 2003; Mangelsdorf & Schlumberger, 1992; Nelson & Murphy, 1992; Oscarson, 1997; Storch, 2005).”
- Using peer review with Chinese ESL student writers (2005, background): “2) encourage students to approach writing as a socially constructed, meaning-making process (Tuzi, 2004) and develop productive attitudes toward writing (Stanley, 1992); 3) raise students’ awareness of their strengths and weaknesses as L2 writers (Tsui and Ng, 2000; Tuzi, 2004), foster ‘an awareness”
- A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback (2010, methodology): “Peer review, one of the constructivist approaches to writing instruction, has been commonly adopted in both L1 and ESL/EFL teaching contexts since the early 1980s (Bartels, 2003; Bruffee, 1984; Ferris, 2003; George, 1984; Hu, 2005; Lee, 1997; Liu & Sadler, 2003; Lundstrom & Baker, 2009).”
- Peer feedback in second language writing (2005–2014) (2016, background): “While early studies have shed light on the advantages and disadvantages of asynchronous and synchronous peer feedback (Braine 2001, 2004; Honeycutt 2001; Liu & Sadler 2003; Tuzi 2004), several recent studies have continued to examine the impacts of the two different modes of online peer feedback.”
- Written corrective feedback from sociocultural theoretical perspectives: A research agenda (2018, background): “For example, peer feedback studies suggest that when the peer feedback is delivered via the computer it may increase the amount of the feedback (e.g. Liu & Sadler 2003) but may discourage substantive engagement with the feedback comments by the recipients (e.g. Guardado & Shi 2007; Chang 2012).”