An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing
93 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/74beb0812171e48617c64e75df471782ebd57c86
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Citations in the corpus
- Understanding student engagement with peer feedback on master’s theses: a Macau study (2019, background): “While research on peer feedback in writing at university/college level has proliferated over the past decades, scholars have conducted less research on peer feedback in second language (L2) academic and scholarly writing (Min 2006; Hu and Lam 2010; Yu and Lee 2014; Yu and Hu 2017).”
- Peer feedback in second language writing (2005–2014) (2016, methodology): “Among the literature on peer interaction, some studies have examined the use of language(s) in peer interaction during peer feedback, most of which are informed by SCT (Villamil & Guerrero 2006; Storch & Aldosari 2010; Zhao 2010; Yu & Lee 2014; Yu 2014).”