Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom

By Huahui Zhao. 2010

261 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/966d59a1fce91ca48961b39decd55bfd45e84b7f

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Citations in the corpus

Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study (2020, background): “Although attempts have been made to improve students’ oral communicative ability by introducing the CET Spoken English Test, the teaching of writing in most universities, if not all, is still product-oriented, if it is taught at all (Wang, 2014; You, 2004; Zhao, 2010).”
Peer Feedback in Learning English Writing: Advantages and Disadvantages (2013, background): “In the past two decades, feedback has been increasingly used in English as a second/ foreign language (ESL/EFL) writing instruction (Zhao, 2010).”
Peer feedback in second language writing (2005–2014) (2016, methodology): “…of peer feedback in L2 writing development by comparing peer feedback with teacher and self-feedback (Yang, Badger & Yu 2006; Suzuki 2008, 2009; Zhao 2008, 2010; Lin 2009; Chen 2010; Grami 2010; Diab 2011; Séror 2011; Yang 2011; Alhaisoni & Alzuoud 2012; Birjandi & Tamjid 2012; Chang 2012;…”
Facilitating productive use of feedback in higher education (2013, background): “Instead, many students do their best to comply with the teacher’s comments, although this may sometimes compromise their own intentions with the text (Dessner, 1991; Dohrer, 1991; Hyland, 1998; Porte, 1996; Zhao, 2010), which makes grading one of the major obstacles for using feedback productively.”
Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective (2015, background): “Recent research has primarily centered on how to make full use of this activity to contribute to students’ writing development by exploring different aspects of peer feedback, such as peer feedback training, peer interaction, cultural issues in peer feedback, computer-mediated peer feedback, and cog”
An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing (2014, background): “From a sociocultural perspective, the findings also reveal the different mediating roles of L1 and L2 in peer feedback activity (Yang, 2014; Zhao, 2010), enabling students to give different types of feedback and to focus on various aspects of writing like language form, content, organization, and…”
The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance (2020, background): “This pattern has been acknowledged as a process of planning, monitoring, and regulating actions toward learning objectives (Ziegler, Stoeger, and Grassinger 2011) or a sequenced set of processes when managing internal and external distractions (Ben-Eliyahu and Bernacki 2015).”