Assessing the relationship between different types of student feedback and the quality of revised writing

By N. Diab. 2011

91 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7b6e49c8d6d468de1f91ab91099f515da64b574d

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In Education

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Citations in the corpus

Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students (2018, background): “Although findings on the effectiveness of WCF are so far inconclusive (e.g., Bitchener & Ferris, 2012; Lee, 2014; Mawlawi-Diab, 2010, 2011, 2015), it is clear that for WCF to be helpful in improving language accuracy, students should respond or attend to the WCF.”
The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers (2012, background): “Peer reviewing is a powerful learning tool (e.g. Mangelsdorf, 1992; Diab, 2011; etc.) which provides students with an authentic audience; increases their motivation to write; enables them to receive different views on their writing and read their own writing critically; and assists them in gaining…”
The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies (2018, background): “Some of the characteristics that have been proposed to moderate the efficacy of feedback include anonymity (e.g., Rotsaert et al. 2018; Yu and Liu 2009), scaffolding (e.g., Panadero and Jonsson 2013), quality and timing of the feedback (Diab 2011), and elaboration (e.g., Gielen et al. 2010b).”
Peer feedback in second language writing (2005–2014) (2016, background): “Diab (2011) found that peer feedback can help EFL university students improve their writing significantly more than self-feedback and attributed these differences to the use of language learning strategies, peer interaction, and engagement with language during peer feedback.”
The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (2018, result): “Regarding the comparison between peer feedback and self-assessment, the composite effect size of the three available studies that directly make this comparison (Diab 2011; Stellmack et al. 2012; Cahyono and Amrina 2016) was small but significant (0.33 [0.01, 0.64]).”
Does peer assessment promote student learning? A meta-analysis (2020, methodology): “…LED simulation Choi (2013) 4 Q Undergraduate English writing Essay writing Diab (2010) 4 Q Undergraduate English III Editing language errors Diab (2011) 1 Q Undergraduate English III Essay writing Dominick (1998) 3 E Undergraduate Psychology Decision making task Eldredge et al. (2013) 1 Q…”