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

Zhang, Shuqiang

doi:10.1016/1060-3743(95)90010-1

Cited by 405EFL/ESL Teaching and LearningStudent Assessment and FeedbackSecond Language Acquisition and Learning

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

Zhang, Shuqiang·1995·Journal of Second Language Writing

DOI 10.1016/1060-3743(95)90010-1

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Written feedback motivates learners to revise their drafts and enhances their writing.
“They found that written feedback motivates learners to revise their drafts (Saito, 1994;Zhang, 1995), and enhances their writing (Ferris, 1997(Ferris, , 2010)).”
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 Zhang, 1995

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“Earlier studies report that peer feedback does not help student revision, tends to yield superficial comments (e.g. praise), and is less valued in comparison to teacher feedback (Carson & Nelson, 1996; Ferris, 1997; Zhang, 1995).”
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Authors: Zhang, S.
Affiliations: University of Hawaiʻi at Mānoa (US)
Corresponding author: Zhang, Shuqiang
ORCID: Zhang, Shuqiang
Venue: Journal of Second Language Writing
Publisher: Elsevier BV
Published: 1995-09
Volume: 4
Issue: 3
Pages: 209-222
ISSN: 1060-3743 (ISSN-L)
DOI: 10.1016/1060-3743(95)90010-1
OpenAlex: W1990215606
Cited by: 405
References: 48
Citations by year: 2026: 2 · 2025: 6 · 2024: 8 · 2023: 19 · 2022: 13 · 2021: 26 · 2020: 18 · 2019: 15 · 2018: 14 · 2017: 13 · 2016: 21 · 2015: 21 · 2014: 30 · 2013: 27 · 2012: 24
FWCI: 47.42
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
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: peer feedback, ESL writing, emotional factors, teacher feedback, learner preferences, writing process, composition instruction

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