A comparative study of peer and teacher feedback in a Chinese EFL writing class
Integrity signals
Registry
Cites
Statistics
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?
When the teacher gives individual feedback instead of group feedback, he or she establishes more authority with the student in a one-on-one manner.
“Therefore, it can be said that when the teacher gives individual feedback instead of group feedback, he or she establishes a more authority with the student in a one-onone manner, and that is what Yang et al.'s (2006) study has found in general.”
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 Yang et al.'s (2006)
Teacher feedback improves writing more than peer feedback.
“The results of their study showed that students who were exposed to teacher and peer feedback both improved their writing but teacher feedback revealed to improve their writing more than the other type of feedback.”
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 Yang, Badger, and Yu (2006)
The effectiveness of feedback methods may vary depending on the nature of the task and the students involved.
“However, Yang et al. (2006) found that teacher feedback led to greater performance improvements, indicating that the effectiveness of feedback methods may vary depending on the nature of the task and the students involved.”
From Same assignment—two different feedback contexts: lower secondary students’ experiences with feedback during a three draft writing process (2025) · cites this paper as Yang et al., 2006
Yang et al. found that teacher feedback led to greater performance improvements.
“However, Yang et al. (2006) found that teacher feedback led to greater performance improvements, indicating that the effectiveness of feedback methods may vary depending on the nature of the task and the students involved.”
From Same assignment—two different feedback contexts: lower secondary students’ experiences with feedback during a three draft writing process (2025) · cites this paper as Yang et al., 2006
Cites
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 · cited 1× · see citing works
“…about how to manage the provision of feedback in a way more consistent with process approaches, so that students receive feedback on drafts before submitting final products (e.g. Tribble, 1996; White & Arndt, 1991) in ways that are consistent with the time available to staff and the class size.”
MethodThe 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
Changing Practices in Chinese Cultures of Learning
Jin, L., & Cortazzi, M. (2006) · Language, Culture and Curriculum · doi:10.1080/07908310608668751 · Cited by 459 · cited 1× · see citing works
“(Nelson & Carson, 1998, p. 130) While this finding is consistent with the view that Confucian cultures ascribe a particularly high status to teachers (Scollon, 1999), not all commentators have accepted this position (e.g. Gieve & Clark, 2005; Jin & Cortazzi, 2006).”
ResultReexamining 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
Flagged first, then by citations
Cited by
Sorted by citations
Improving the effectiveness of peer feedback for learning
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.08.007 · Cited by 615 · see citing works
Guo, K., & Wang, D. (2024) · Education and Information Technologies · doi:10.1007/s10639-023-12146-0 · Cited by 449 · see citing works
Huisman, 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
Hu, G., & Lam, S. T. E. (2010) · Instructional Science · doi:10.1007/s11251-008-9086-1 · Cited by 182 · 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
Gielen, S., Tops, L., Dochy, F., Onghena, P., & Smeets, S. (2010) · British Educational Research Journal · doi:10.1080/01411920902894070 · Cited by 160 · see citing works
Xu, Y., & Carless, D. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2016.1226759 · Cited by 140 · see citing works
Shen, B., Bai, B., & Xue, W. (2020) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2019.100821 · Cited by 108 · see citing works
Exploring ChatGPT-supported teacher feedback in the EFL context
Han, J., & Li, M. (2024) · System · doi:10.1016/j.system.2024.103502 · Cited by 116 · see citing works
What if pupils can assess their peers anonymously? A quasi-experimental study
Vanderhoven, E., Raes, A., Montrieux, H., Rotsaert, T., & Schellens, T. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.10.001 · Cited by 96 · see citing works
Which do students prefer to evaluate their essays: peers or computer program
Lai, Y. (2010) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2009.00959.x · Cited by 92 · see citing works
How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL Students’ Writing
Thi, N. K., & Nikolov, M. (2022) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-021-00625-2 · Cited by 77 · see citing works
Gao, Y., Schunn, C. D. D., & Yu, Q. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1499075 · Cited by 71 · see citing works
Cui, Y., Schunn, C. D., & Gai, X. (2022) · Higher Education Research & Development · doi:10.1080/07294360.2021.1969541 · Cited by 63 · see citing works
Yu, S., Lee, I., & Mak, P. (2016) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-015-0262-1 · Cited by 41 · see citing works
Yao, Y., Zhu, X., Xiao, L., & Lu, Q. (2025) · Journal of Second Language Writing · doi:10.1016/j.jslw.2025.101179 · Cited by 38 · see citing works
Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives
Xu, L., & Zhang, T. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2161089 · Cited by 40 · see citing works
Nielsen, K. (2021) · Educational Review · doi:10.1080/00131911.2019.1695104 · Cited by 30 · see citing works
Japanese L2 learners’ translanguaging practice in written peer feedback
Kim, S., & Chang, C.-H. (2022) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2020.1760201 · Cited by 25 · see citing works
Collective peer scaffolding, self-revision, and writing progress of novice EFL learners :
Memari Hanjani, A. (2019) · International Journal of English Studies · doi:10.6018/ijes.331771 · Cited by 23 · see citing works
Multi-draft composing: An iterative model for academic argument writing
Eckstein, G., Chariton, J., & McCollum, R. M. (2011) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2011.05.004 · Cited by 21 · see citing works
Rouhi, A., Dibah, M., & Mohebbi, H. (2020) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-020-00093-z · Cited by 18 · 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
Moltudal, S. H., Gamlem, S. M., Segaran, M., & Engeness, I. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1509904 · Cited by 12 · see citing works
Department of Foreign Languages, I. U. O. S. A. T., Farsani, M. A., & Aghamohammadi, N. (2021) · Mextesol Journal · doi:10.61871/mj.v45n4-1 · Cited by 9 · see citing works
Peer review in early academic writing: impact vs. students’ beliefs
Boillos, M. M. (2024) · Innovation in Language Learning and Teaching · doi:10.1080/17501229.2024.2311836 · Cited by 3 · see citing works
- Authors
- Yang, M., Badger, R., & Yu, Z.
- Affiliations
- Shantou University Medical College (CN)
- University of Leeds (GB)
- Shantou University (CN)
- Corresponding author
- Badger, Richard
- ORCID
- Yu, Zhen
- Venue
- Journal of Second Language Writing
- Publisher
- Elsevier BV
- Published
- 2006-12
- Volume
- 15
- Issue
- 3
- Pages
- 179-200
- ISSN
- 1060-3743 (ISSN-L)
- OpenAlex
- W2153796278
- Cited by
- 703
- References
- 4
- Citations by year
- 2026: 20 · 2025: 37 · 2024: 42 · 2023: 49 · 2022: 66 · 2021: 61 · 2020: 51 · 2019: 55 · 2018: 51 · 2017: 41 · 2016: 51 · 2015: 29 · 2014: 44 · 2013: 31 · 2012: 18
- FWCI
- 59.63
- 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
- peer feedback, teacher feedback, EFL writing, writing development, student independence, process-oriented writing instruction, Chinese university students, writing improvement
About these checks
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.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
