A comparative study of peer and teacher feedback in a Chinese EFL writing class
By Miao Yang, Richard G. Badger, Zhenyou Yu. 2006
744 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/8cc9bbbff5eb3e89da8027bf43d41b31cc9443a4
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Citations in the corpus
- From feedback to revisions: Effects of feedback features and perceptions (2020, background): “Although trustworthiness may influence students’ perceptions and use of peer feedback, concerns about trustworthiness and uncertainty of peer feedback stimulate “mindful reception” (Bangert-Drowns, Kulik, Kulik, & Morgan, 1991) and are associated with a higher degree of learner autonomy and independ”
- The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students (2020, background): “…have then also shown that these general document improvements appear to be the result of both receiving comments (Path 2; Huisman et al., 2018; Lu & Law, 2012; Paulus, 1999; M. Yang et al., 2006) and providing comments (Path 3; Huisman et al., 2018; Lu & Law, 2012; Philippakos & MacArthur, 2016).”
- Peer feedback in second language writing (2005–2014) (2016, background): “Although research has demonstrated that teacher, peer, and self-feedback each plays a role in EFL students’ writing development, compared with ESL contexts it seems more challenging to implement peer feedback in EFL classrooms as writing teachers tend to be regarded as the sole authority and teacher”
- To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing (2023, positive): “Following the categorisation of feedback focus commonly adopted in previous studies (e.g., Alshuraidah & Storch, 2019; Guo et al., 2022; Yang et al., 2006), this study examined the differences between ChatGPT and teacher feedback on students’ argumentative writing concerning three aspects: content…”
- Improving the effectiveness of peer feedback for learning (2009, background): “In contrast, teacher feedback lowered students’ self-corrections, perhaps students assumed that the teacher had addressed all errors and that no further corrections were required (Yang et al., 2006).”
- Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom (2010, methodology): “A similar claim was made by the twelve Chinese college EFL learners in Yang et al (2006): They fully confirmed the value of teacher feedback but held reservation about the value of peer feedback for the improvement of their final writing because they believed teacher feedback was more accurate,…”
- ‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy (2017, background): “Third, Chinese undergraduates, who have received conventional patterns of pedagogy in high schools, may prefer authoritative teacher feedback over peer feedback (Yang, Badger, and Yu 2006).”