Questions and answers about teacher written commentary and student revision: teachers and students working together

By Lynn M. Goldstein. 2004

224 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/54971b7b59316c4d3bdee6bf3feebacf7021be39

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. Ken Hyland
5. R. Ruegg
6. F. Hyland
7. Gillian Wigglesworth
8. J. L. Montgomery

In Language and Linguistics

1. Icy Lee
2. Shulin Yu
3. N. Storch
4. Ken Hyland
5. R. Ruegg
6. Gillian Wigglesworth
7. F. Hyland
8. J. L. Montgomery

Citations in the corpus

• Peer feedback in second language writing (2005–2014) (2016, background): “As such, peer feedback does not take place in a vacuum but it is embedded in the specific sociocultural context in which culture plays a pivotal role (Goldstein 2005, 2006; Hyland & Hyland 2006; Lee 2008).”
• Understanding teachers’ written feedback practices in Hong Kong secondary classrooms (2008, background): “It is recommended that teachers give clear, concrete and text-specific comments, including both praise and constructive criticism (Goldstein, 2004; Hyland & Hyland, 2001; Zamel, 1985), but more importantly do so through engaging with students and building relationships with them, giving helpful inte”
• LEARNERS’ PROCESSING, UPTAKE, AND RETENTION OF CORRECTIVE FEEDBACK ON WRITING (2010, background): “…of research on feedback has investigated the type of revisions that students make (or do not make) in response to different types of feedback (see Goldstein, 2004 , for a review) rather than how learners actually engage with and process the feedback, and why they use (or fail to use) the…”
• Feedback on second language students' writing (2006, methodology): “In addition, by using mechanisms such as cover sheets (Leki 1990), questionnaires, or writer autobiographies (Goldstein 2004) teachers are able to reveal student feedback preferences to enhance the effectiveness of their commentary and the students’ revisions.”
• The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy (2018, background): “Others have stated that praise increases learner motivation (e.g. Goldstein 2004; Hyland 1996; Hyland 1998), which may be a result of increased self-efficacy.”
• Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance (2007, background): “Should L2 writing teachers focus on local issues? The answer to this question has been heavily debated (e.g., Ferris, 2004; Goldstein, 2004; Truscott, 2004).”