Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
It is not surprising that students regard writing as primarily a language-practice exercise.
“It is not surprising, therefore, that students regard writing as primarily a language-practice exercise (Hedgcock & Lefkowitz, 1994).”
From Error Correction in the L2 Writing Classroom: What Do Students Think? (2005) · cites this paper as Hedgcock & Lefkowitz, 1994
The EFL students in Hedgcock and Lefkowitz's (1994) study reported that teachers' feedback was aimed largely at grammatical and lexical accuracy as opposed to fluency, idea generation, and rhetorical organization.
“The EFL students in Hedgcock and Lefkowitz's (1994) study reported that teachers' feedback was aimed largely at grammatical and lexical accuracy as opposed to fluency, idea generation, and rhetorical organization.”
From Error Correction in the L2 Writing Classroom: What Do Students Think? (2005) · cites this paper as Hedgcock and Lefkowitz's (1994)
Structuring the writing class and the type of feedback given to learners affects learners' approach to writing process, feedback, and revisions.
“Researchers argue that structuring the writing class and the type of feedback given to learners will undoubtedly affect learners' approach to writing process, feedback, and revisions (Hedgcock & Lefkowitz, 1996;Lockhart & Ng, 1995).”
From A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing (2020) · cites this paper as Hedgcock & Lefkowitz, 1996
Cites
Zamel, V. (1985) · TESOL Quarterly · doi:10.2307/3586773 · Cited by 763 · see citing works
The Composing Processes of Advanced ESL Students: Six Case Studies
Zamel, V. (1983) · TESOL Quarterly · doi:10.2307/3586647 · Cited by 712 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Do secondary L2 writers benefit from peer comments?
Tsui, A. B. M., & Ng, M. (2000) · Journal of Second Language Writing · doi:10.1016/s1060-3743(00)00022-9 · Cited by 648 · see citing works
The influence of teacher commentary on student revision
Ferris, D. R. (1997) · TESOL Quarterly · doi:10.2307/3588049 · Cited by 618 · see citing works
The effect of peer and teacher feedback on student writing
Paulus, T. M. (1999) · Journal of Second Language Writing · doi:10.1016/s1060-3743(99)80117-9 · Cited by 522 · see citing works
The impact of teacher written feedback on individual writers
Hyland, F. (1998) · Journal of Second Language Writing · doi:10.1016/s1060-3743(98)90017-0 · Cited by 456 · see citing works
Facilitating productive use of feedback in higher education
Jonsson, A. (2013) · Active Learning in Higher Education · doi:10.1177/1469787412467125 · Cited by 414 · see citing works
Focusing on form: student engagement with teacher feedback?
Hyland, F. (2003) · System · doi:10.1016/s0346-251x(03)00021-6 · Cited by 411 · see citing works
Reexamining the affective advantage of peer feedback in the ESL writing class
Zhang, S. (1995) · Journal of Second Language Writing · doi:10.1016/1060-3743(95)90010-1 · Cited by 405 · see citing works
The Effectiveness of feedback for L1-English and L2-writing development: a meta-analysis.
Biber, D., Nekrasova, T., & Horn, B. (2011) · ETS Research Report Series · doi:10.1002/j.2333-8504.2011.tb02241.x · Cited by 175 · see citing works
Error Correction in the L2 Writing Classroom: What Do Students Think?
Lee, I. (2005) · TESL Canada Journal · doi:10.18806/tesl.v22i2.84 · Cited by 136 · see citing works
Pourmousavi, Z., & Mohamadi Zenouzagh, Z. (2020) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-020-00088-w · Cited by 17 · see citing works
- Authors
- Hedgcock, J., & Lefkowitz, N.
- Affiliations
- Middlebury Institute of International Studies at Monterey (US)
- Central Washington University (US)
- Corresponding author
- Hedgcock, John
- Venue
- Journal of Second Language Writing
- Publisher
- Elsevier BV
- Published
- 1994-05
- Volume
- 3
- Issue
- 2
- Pages
- 141-163
- ISSN
- 1060-3743 (ISSN-L)
- OpenAlex
- W2065327108
- Cited by
- 308
- References
- 2
- Citations by year
- 2026: 3 · 2025: 5 · 2024: 2 · 2023: 24 · 2022: 14 · 2021: 20 · 2020: 12 · 2019: 14 · 2018: 14 · 2017: 13 · 2016: 13 · 2015: 20 · 2014: 11 · 2013: 18 · 2012: 15
- FWCI
- 31.47
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Second Language Writing (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- teacher feedback, second language writing, self-assessment, ESL learners, foreign language learners, writing revision
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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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