The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Student reactions to teacher feedback in two Hong Kong secondary classrooms
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Citations
Cites
Zamel, V. (1985) · TESOL Quarterly · doi:10.2307/3586773 · Cited by 763
The influence of teacher commentary on student revision
Ferris, D. R. (1997) · TESOL Quarterly · doi:10.2307/3588049 · Cited by 618
Hyland, F., & Hyland, K. (2001) · Journal of Second Language Writing · doi:10.1016/s1060-3743(01)00038-8 · Cited by 521
Focusing on form: student engagement with teacher feedback?
Hyland, F. (2003) · System · doi:10.1016/s0346-251x(03)00021-6 · Cited by 411
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
Interpersonal aspects of response: constructing and interpreting teacher written feedback
(2006) · Feedback in Second Language Writing · doi:10.1017/cbo9781139524742.013 · Cited by 140
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
Self-citationError Correction in ESL: Learner's Preferences
Oladejo, J. A. (1993) · TESL Canada Journal · doi:10.18806/tesl.v10i2.619 · Cited by 83
Cited by
Cheng, X., & Liu, Y. (2022) · System · doi:10.1016/j.system.2022.102880 · Cited by 99
Crosthwaite, P., Ningrum, S., & Lee, I. (2022) · Journal of Second Language Writing · doi:10.1016/j.jslw.2022.100934 · Cited by 78
Self-citationSelf-assessment complements peer assessment for undergraduate students in an academic writing task
Cheong, C. M., Luo, N., Zhu, X., Lu, Q., & Wei, W. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2069225 · Cited by 50
Zhang, T., Chen, X., Hu, J., & Ketwan, P. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.660564 · Cited by 51
“Indirect WCF appears to be the most frequently used feedback type in the classroom; however, it seems not to be preferred by lower proficiency learners (e.g., Lee, 2008; Amrhein and Nassaji, 2010; Chen et al., 2016).”
BackgroundYao, Y., Zhu, X., Xiao, L., & Lu, Q. (2025) · Journal of Second Language Writing · doi:10.1016/j.jslw.2025.101179 · Cited by 38
Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study
Zhang, X. (2018) · Sage Open · doi:10.1177/2158244018820386 · Cited by 36
ChatGPT-generated versus human direct corrective feedback on L2 writing
Muñoz Muñoz, B. C., Nassaji, H., & Bello Carrillo, F. I. (2025) · System · doi:10.1016/j.system.2025.103805 · Cited by 22
How Does that Make You Feel: Students’ Affective Engagement with Feedback
Ene, E., & Yao, J. (. (2021) · Language Teaching Research Quarterly · doi:10.32038/ltrq.2021.25.04 · Cited by 19
Yallop, R. M. A., Taremaa, P., & Leijen, D. A. J. (2021) · Journal of Writing Research · doi:10.17239/jowr-2021.12.03.02 · Cited by 10
Metadata
- Authors
- Lee, I.
- Venue
- Journal of Second Language Writing
- Publisher
- Elsevier BV
- Published
- 2008-09
- Volume
- 17
- Issue
- 3
- Pages
- 144-164
- ISSN
- 1060-3743 (ISSN-L)
- OpenAlex
- W2149763400
- Cited by
- 335
- References
- 8
- FWCI
- 27.19
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
