Investigating teacher-supported peer assessment for EFL writing

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Peer feedback in second language writing (2005–2014) (2016, background): “…vibrant research on peer feedback in the past decade (e.g. Min 2005, 2006, 2008; Hu 2006; Jones et al. 2006; Nelson & Carson 2006; Choi 2007; Jin 2007; Hu & Lam 2010; Zhao 2010, 2014; Yang 2011; Yu & Lee 2014, 2015), a systematic and comprehensive review of peer feedback in L2 writing is warranted.”
An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing (2014, background): “As a form of formative assessment and collaborative learning in L2 writing curricula and courses, peer feedback can scaffold students' writing process, engage learners in meaning negotiation, and facilitate students' writing development (Gielen, Peeters, Dochy, Onghena,& Struyven, 2010; Guerrero& Vi”
The development of student feedback literacy: the influences of teacher feedback on peer feedback (2019, background): “So far, teacher feedback on peer feedback has only been incorporated into a few studies (e.g. Zhao 2014; Min 2016; Xu and Carless 2017), and its effects on student feedback literacy have not been explored in depth.”