ESL writers and feedback: giving more autonomy to students

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Peer feedback in second language writing (2005–2014) (2016, background): “…and divergent conceptions of good writing (Allaei & Connor 1990), which may give rise to improper comments, unhelpful feedback, misunderstandings, and even conflicts in peer feedback (Nelson & Murphy 1992; Carson & Nelson 1994, 1996; Nelson & Carson 1995; Hyland 2000; Hyland & Hyland 2006).”
The impact of formative feedback on the development of academic writing (2010, background): “These recommendations are based on the understanding that academic discourses are discipline specific and represent different genres (Halliday and Hasan 1985 ; Hyland 2000 ), and that there is an ‘integral relationship between writing and knowledge construction’ (Somerville and Creme 2005 , 18).”
Future Directions in Feedback on Second Language Writing: Overview and Research Agenda (2010, background): “I would like to pick up this point and have argued strongly in the past (Hyland, 1998, 2000) for more Fiona Hyland © Servicio de Publicaciones.”
OBSTACLES FACE PHYSICAL EDUCATION AT SCHOOLS IN AL MADENAH AL MUNAWARAH - KSA (2013, background): “(Hyland 2000). In their study, Greenbank and Penketh (2009) concluded that entering into a dialogue with students that encourages reflection allows instructors to become more aware of”