Interpersonal aspects of response: constructing and interpreting teacher written feedback.
By Ken Hyland, F. Hyland. 2006
166 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/6da88579923ae1bd36148a3c5aaea5e60c8caee2
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In Developmental and Educational Psychology
- Sadiq Abdulwahed Ahmed Ismail
- Phillip Dawson
- E. Loh
- Lawrence Jun Zhang
- Yu Huang
- Tracii Ryan
- David Boud
- Michael Henderson
In Education
- David Boud
- Phillip Dawson
- Michael Henderson
- Elizabeth Molloy
- Tracii Ryan
- Michael Phillips
- Sadiq Abdulwahed Ahmed Ismail
- E. Loh
Citations in the corpus
- ‘Argument!’ helping students understand what essay writing is about (2012, unknown): “Feedback comments are a ‘key factor in learning to write’ (Hyland & Hyland, 2006: 206), and could be a particularly effectivemethod of giving individual and specific guidance for the improvement of argumentation.”
- Feeling feedback: students’ emotional responses to educator feedback (2017, background): “Some international students may be hampered by linguistic issues if they are not proficient in the main language of their chosen institution (Hyland and Hyland 2006), while for others, perceptions of feedback comments may be coloured by their unique cultural expectations and experiences (Warner and…”
- Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study (2020, background): “Finally, researchers working within SFL have developed interventions focusing on helping students gain genre awareness, but less attention has been paid to the writing process, a critical facet in learning to write (Hyland & Hyland, 2006; Manch on, 2011).”
- What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment (2019, background): “Teachers need to ensure that their students understand such feedback (Hyland & Hyland, 2006).”
- The usefulness of feedback (2019, background): “International students may have difficulties deciphering complex academic language (Hyland and Hyland, 2006; Warner and Miller, 2015), and their perceptions of comments may be coloured by their own unique cultural expectations and experiences, particularly with regard to critical content (Hyland…”
- Exploring Students’ Perceptions of ESL Writing (2011, background): “Hyland and Hyland (2006) and Lantolf and Pavlenko (2001) argued that learners are always viewed as active participants who view all comments about their work as valuable, useful and helpful for their writing.”