Using peer review with Chinese ESL student writers
By Guangwei Hu. 2005
253 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/7c12cc137707191caf71437eb27dbffec2ef5c7e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective EFL Teachers (2012, background): “It improves students' academic writing competence (e.g. Hu, 2005 and Hu & Tsui, 2010).”
- A comparative study of peer and teacher feedback in a Chinese EFL writing class (2006, result): “It is also not easy to reconcile the finding with the studies of peer feedback with Chinese students carried out by Tsui and Ng (2000) and Hu (2005). At the least, however, Nelson, Carson, and Murphy’s work raises questions of how Chinese students deal with peer feedback. The literature suggests tha”
- 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”
- A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback (2010, background): “There is no denying that trained peer review, as illustrated in a plethora of peer review or peer response scholarship, has a positive effect on students’ writing in general and on improved revision quality in particular (Berg, 1999; Hu, 2005; Min, 2006; Paulus, 1999; Stanley, 1992).”
- EFL classroom peer assessment: Training effects on rating and commenting (2008, background): “The same concerns about student capacity to discern peer performance and the need for training were raised in recent guidelines on peer review in L2 writing (Hu, 2005; Liu & Hansen, 2002).”
- Is training student reviewers worth its while? A study of how training influences the quality of students’ feedback and writing (2013, methodology): “In addition, literature indicates that the students who receive feedback from trained peers incorporate more comments into their revisions (Stanley, 1992), and this kind of feedback, in turn, leads to the improvement of the quality of student writing (Berg, 1999; Hu, 2005; Min, 2006).”
- ‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy (2017, background): “Concerns for face-saving and harmony may also discourage them from offering critical comments (Hu 2005). given that developing oral presentation competence is an essential objective of higher education (ginkel et al. 2016) and that oral presentations as a common assessment item have been identified…”
- Peer feedback in second language writing (2005–2014) (2016, methodology): “Firstly, these methods illustrate the ways in which peer feedback can serve as a meaningful pedagogical activity in L2 writing classes (Hu 2005), showing how L2 writing teachers resolve various problems during peer feedback, like students’ low language proficiency and their focus on only surface lev”
- Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom (2010, background): “It is also noteworthy that although the essential role of training in peer feedback has been widely discussed in the relevant empirical studies (Berg, 1999; Hansen & Liu, 2005; Hu, 2005; Min, 2005; Rollinson, 2005; Stanley, 1992; Zhu, 1995), the teacher maintained that learning was a self-discovery ”