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Feedback in Second Language Writing
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  • Cited by 65
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    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Rodríguez-González, Eva and Castañeda, Martha E. 2018. The effects and perceptions of trained peer feedback in L2 speaking: impact on revision and speaking quality. Innovation in Language Learning and Teaching, Vol. 12, Issue. 2, p. 120.

    Wong, Dora 2018. A Corpus-Based Study of Peer Comments and Self-Reflections. International Journal of Online Pedagogy and Course Design, Vol. 8, Issue. 4, p. 65.

    Ryan, Tracii and Henderson, Michael 2018. Feeling feedback: students’ emotional responses to educator feedback. Assessment & Evaluation in Higher Education, Vol. 43, Issue. 6, p. 880.

    Olesova, Larisa and de Oliveira, Luciana 2018. Applications of CALL Theory in ESL and EFL Environments. p. 206.

    Paltridge, Brian 2018. Looking inside the world of peer review: Implications for graduate student writers. Language Teaching, p. 1.

    Saeed, Murad Abdu Ghazali, Kamila and Aljaberi, Musheer Abdulwahid 2018. A review of previous studies on ESL/EFL learners’ interactional feedback exchanges in face-to-face and computer-assisted peer review of writing. International Journal of Educational Technology in Higher Education, Vol. 15, Issue. 1,

    Zhao, Huahui 2018. Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing. Assessment & Evaluation in Higher Education, Vol. 43, Issue. 7, p. 1133.

    Chong, Ivan 2018. Interplay among technical, socio-emotional and personal factors in written feedback research. Assessment & Evaluation in Higher Education, Vol. 43, Issue. 2, p. 185.

    Storch, Neomy 2018. Written corrective feedback from sociocultural theoretical perspectives: A research agenda. Language Teaching, Vol. 51, Issue. 02, p. 262.

    Yeh, Chun-Chun 2017. Shared time, shared problems? Exploring the dynamics of paired writing conferences. Pedagogies: An International Journal, Vol. 12, Issue. 3, p. 256.

    Shen, Wei-Wei Tsai, Ming-Hsiu Michelle and Lin, Jim-Min 2017. Emerging Technologies for Education. Vol. 10676, Issue. , p. 391.

    Chong, Ivan 2017. Reconsidering Teacher, Peer, and Computer-Generated Feedback. TESOL Journal, Vol. 8, Issue. 4, p. 886.

    Jernigan, Christine 2017. Essential Competencies for English-medium University Teaching. Vol. 27, Issue. , p. 281.

    Hsieh, Yufen Hiew, Cha Kie and Tay, Yong Xiang 2017. Chinese as a Second Language Assessment. p. 225.

    Yu, Shulin and Hu, Guangwei 2017. Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback?. Teaching in Higher Education, Vol. 22, Issue. 2, p. 178.

    Sarid, Ariel 2017. Self-critical appropriation: An assessment of Bauman’s view of education in liquid modernity. Educational Philosophy and Theory, Vol. 49, Issue. 5, p. 462.

    White, Eddy 2017. Innovative Practices for Higher Education Assessment and Measurement. p. 162.

    Wärnsby, Anna Kauppinen, Asko Eriksson, Andreas Wiktorsson, Maria Bick, Eckhard and Olsson, Leif-Joran 2016. New Approaches to English Linguistics. Vol. 177, Issue. , p. 197.

    Allen, David and Mills, Amy 2016. The impact of second language proficiency in dyadic peer feedback. Language Teaching Research, Vol. 20, Issue. 4, p. 498.

    Pham, Vu Phi Ho and Usaha, Siriluck 2016. Blog-based peer response for L2 writing revision. Computer Assisted Language Learning, Vol. 29, Issue. 4, p. 724.


Book description

How to provide appropriate feedback to students on their writing has long been an area of central significance to teachers and educators. Feedback in Second Language Writing: Context and Issues provides scholarly articles on the topic by leading researchers, who explore topics such as the socio-cultural assumptions that participants bring to the writing class; feedback delivery and negotiation systems; and the role of student and teacher identity in negotiating feedback and expectations. This text provides empirical data and an up-to-date analysis of the complex issues involved in offering appropriate feedback during the writing process.

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