A review of research on technology-enhanced peer feedback for second language writing based on the activity theory framework
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Feedback is a critical component in enhancing writing performance and motivation in language learning.
“Importantly, feedback is recognized as a critical component in enhancing writing performance and motivation in the context of language learning (Bakla, 2020; Liu et al., 2022; Zhang and Zou, 2023).”
From Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students (2023) · cites this paper as Zhang and Zou, 2023
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · see citing works
Expansive Learning at Work: Toward an activity theoretical reconceptualization
Engeström, Y. (2001) · Journal of Education and Work · doi:10.1080/13639080020028747 · Cited by 5,436 · see citing works
The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies
Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020) · Educational Psychology Review · doi:10.1007/s10648-019-09510-3 · Cited by 446 · cited 2× · see citing works
“The peer feedback activity refers to the educational approach in which learners analyse and evaluate peers’ academic proficiency and generate feedback accordingly (Double et al., 2020; Topping, 1998 ).”
BackgroundDigital game-based vocabulary learning: where are we and where are we going?
Zou, D., Huang, Y., & Xie, H. (2021) · Computer Assisted Language Learning · doi:10.1080/09588221.2019.1640745 · Cited by 329 · see citing works
Self-citationHuisman, B., Saab, N., van den Broek, P., & van Driel, J. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1545896 · Cited by 306 · see citing works
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Song, C., & Song, Y. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1260843 · Cited by 717 · see citing works
Chen, C., & Gong, Y. (. (2025) · Education Sciences · doi:10.3390/educsci15020141 · Cited by 90 · see citing works
- Authors
- Zhang, R., & Zou, D.
- Affiliations
- Education University of Hong Kong (HK)
- Corresponding author
- Zou, Di
- ORCID
- Venue
- Education and Information Technologies
- Published
- 2022-11-23
- Volume
- 28
- Issue
- 6
- Pages
- 6727-6753
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- OpenAlex
- W4309865496
- Cited by
- 36
- References
- 5
- Citations by year
- 2026: 12 · 2025: 11 · 2024: 8 · 2023: 5
- FWCI
- 22.59
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Education and Information Technologies (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Social Sciences › Education › Student Assessment and Feedback
- Keywords
- second language writing, activity theory, peer interaction, affective learning, English as a second language, online writing instruction, collaborative writing, error identification, peer trust, active learning
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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