Reexamining the affective advantage of peer feedback in the ESL writing class-Reference-Cited by-同舟云学术

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Reexamining the affective advantage of peer feedback in the ESL writing class

Published:1995-09 Issue:3 Volume:4 Page:209-222
ISSN:1060-3743
Container-title:Journal of Second Language Writing
language:en
Short-container-title:Journal of Second Language Writing

Author:

Zhang Shuqiang

Publisher

Elsevier BV

Subject

Linguistics and Language,Education,Language and Linguistics

Reference60 articles.

1. Exploring the dynamics of cross-cultural collaboration;Allaei;Writing Instructor,1990

2. Discover and transform: A method of teaching writing to foreign students;Arapoff;TESOL Quarterly,1969

3. The effects of peer versus self-feedback on ESL students' between-draft revisions;Berger,1989

4. The effects of peer and self-feedback;Berger;CATESOL Journal,1990

5. Rhetoric and ideology in the writing class;Berlin;College English,1988

Cited by 138 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Enhancing writing ability of Iranian EFL learners through learning-oriented assessment: peer and teacher feedback implementation;Language Testing in Asia;2024-09-09

2. Peer Assessment in Writing Instruction;2024-01-26

3. The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation;Assessing Writing;2024-01

4. STUDENTS’ ATTITUDES AND PERCEPTIONS OF E-FEEDBACK TYPES: ONLINE TEACHER FEEDBACK (OTF), ONLINE PEER FEEDBACK (OPF), AND AUTOMATED WRITING EVALUATION FEEDBACK (AWE);Journal of Advanced Education Studies;2023-10-20

5. Developments in learners’ affective engagement with written peer feedback: The affordances of in situ translanguaging;Assessing Writing;2023-10

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