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

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

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