To give is better than to receive: The benefits of peer review to the reviewer's own writing

By Kristi Lundstrom, W. Baker. 2009

894 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/9a9c5528b8e86a45c4506d2694801ac1e6c37407

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students (2020, background): “Two studies have observed benefits of receiving feedback on later writing ability (Path 9; Lundstrom & Baker, 2009; Wichmann et al., 2018) and three studies have observed benefits of providing feedback on later writing ability (Path 10; K. Cho & MacArthur, 2011; Lundstrom & Baker, 2009; Philippakos…”
How does student peer review influence perceptions, engagement and academic outcomes? A case study (2014, background): “Not surprisingly, several studies have shown that students’ grades increase significantly when they have the opportunity to participate in peer review (Topping 1998; Paulus 1999; van den Berg, Admiraal, and Pilot 2006; Lundstrom and Baker 2009).”
A Peer Review Training Workshop: Coaching Students to Give and Evaluate Peer Feedback (2010, background): “…classroom activity that helps students improve the 114 RICKY LAM quality of their revisions, studies centering on the effect of trained peer review on students’ revision and writing quality have been burgeoning (Berg, 1999; Lundstrom & Baker, 2009; Min, 2005, 2006; Paulus, 1999; Rollinson).”
Free from demotivation in EFL writing: the use of online flipped writing instruction (2020, result): “Such findings were in line with previous studies that online interaction and peer feedback enhanced EFL learner English writing proficiency (Lin & Chien, 2009; Lundstrom & Baker, 2009; Suzuki, 2008) and motivation (Ismail, 2006; Purnell & Paulanka, 2003).”
Giving or receiving feedback: which is more beneficial to students’ learning? (2018, neutral): “Although the students perceived that their learning was more improved by ‘providing feedback’ than by ‘receiving feedback’ (Lundstrom and Baker 2009), according to the statistical analyses, their experiences in relation to the role of ‘assessor’ or ‘assessee’ are disparate.”
Is training student reviewers worth its while? A study of how training influences the quality of students’ feedback and writing (2013, background): “In the second part of the above-mentioned study, Min (2006) investigated the effect of trained peer feedback on student revision types and the quality of writing.”
Peer review in higher education: Student perceptions before and after participation (2014, background): “This is understandable, given that writing reviews provides as much (or more) learning potential than simply receiving feedback (Li et al., 2010; Lundstrom and Baker, 2009).”
A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “Asking for and receiving alternative explanations enables students to assess and potentially revise their representations (Lundstrom and Baker 2009).”
Understanding the benefits of providing peer feedback: how students respond to peers’ texts of varying quality (2015, background): “Lundstrom and Baker (2009) powerfully illustrated the contrast between the benefit of providing feedback to peers and the benefit of receiving peer feedback.”
Dialogue within peer feedback processes: clarification and negotiation of meaning (2018, background): “A quantitative analysis of student works from second language writing classrooms finds that the providers, especially those at the lower proficiency level, made more significant gains in their own writing than the receivers (Lundstrom & Baker, 2009).”
Peer Feedback in Learning English Writing: Advantages and Disadvantages (2013, background): “A growing body of research has recommended the use of peer feedback because of its social, cognitive, and affective benefits (Hinkel, 2004; Lundstorm & Baker, 2009; Min, 2008; Pol et al., 2008; and, Storch, 2004) because good feedback helps students understand their subject area and gives them…”
Handbook of Research on Learning and Instruction (2011, background): “Although research examining these variables in association with motor skill learning is progressing, at the present time it is not yet possible to draw conclusions about the association between these variables and motor skill development.”
Exploring Students’ Perceptions of ESL Writing (2011, background): “In their study about peer review, Lundstrom and Baker (2009) conducted an investigation to find out whether giving feedback or receiving feedback can contribute more to improve student-writing skill.”