Cited by 648EFL/ESL Teaching and LearningStudent Assessment and FeedbackSecond Language Acquisition and Learning

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Do Secondary L2 Writers Benefit from Peer Comments?

Tsui, Amy B.M, Ng, Maria·2000·Journal of Second Language Writing

DOI 10.1016/s1060-3743(00)00022-9

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Learner Strategies in Language Learning
Ehrman, M. E., Wenden, A. L., & Rubin, J. (1990) · Modern Language Journal · doi:10.2307/328531 · Cited by 1,533
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Student Reactions to Teacher Response in Multiple‐Draft Composition Classrooms*
Ferris, D. (1995) · TESOL Quarterly · doi:10.2307/3587804 · Cited by 630
The influence of teacher commentary on student revision
Ferris, D. R. (1997) · TESOL Quarterly · doi:10.2307/3588049 · Cited by 618 · cited 1×
“…university ESL students' first drafts and revised drafts and found that text-specific teacher comments in the form of marginal notes, teacher comments that requested information and clarification, and teacher comments on grammar appeared to induce the most substantive revision (see Ferris, 1997).”
Background
Salience of Feedback on Error and Its Effect on EFL Writing Quality
Robb, T., Ross, S. J., & Shortreed, I. (1986) · TESOL Quarterly · doi:10.2307/3586390 · Cited by 568
Teacher response to student writing: focus on form versus content
Fathman, A. K., & Whalley, E. (2012) · Cambridge University Press eBooks · doi:10.1017/cbo9781139524551.016 · Cited by 460
Peer review negotiations: Revision activities in ESL writing instruction
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Second language composition instruction: developments, issues, and directions in ESL
Silva, T. J. (2012) · Cambridge University Press eBooks · doi:10.1017/cbo9781139524551.005 · Cited by 414
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

Show all 41 references

Research works printed but not linked: 4

Mittan, 1989, The peer review process: harnessing students' communicative power, 207
Partridge, K.L. (1981). A comparison of the effectiveness of peer vs. teacher evaluation for helping students of English as a second language to improve the quality of their written compositions. MA Thesis, Department of ESL, University of Hawaii at Manoa.
Pfeiffer, K. (1981). The effects of peer evaluation and personality on writing anxiety and writing performance in college freshmen. Ed. D. Dissertation, Texas Tech University.
Pierson, H. (1967). Peer and teacher correction: a comparison of the effects of two methods of teaching composition in grade nine English classes. PhD Dissertation, New York University.

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Yang, Y.-F., & Meng, W.-T. (2013) · Language Learning & Technology · doi:10.64152/10125/44331 · Cited by 44
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BackgroundInfluential
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EFL Teachers' Beliefs and Practices regarding Peer Feedback in L2 Writing Classrooms
Yu, S. (2013) · Institutional Repositories DataBase (IRDB) · doi:10.34382/00011524 · Cited by 11
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Ganapathy, M. N. G. (2014) · International Journal of e-Education e-Business e-Management and e-Learning · doi:10.17706/ijeeee.2014.v4.355 · Cited by 11
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EFL Jordanian Students' Reaction to Written Comments on Their Written Work: A Case Study
Al-Sawalha, A. (2016) · Arab World English Journal · doi:10.2139/ssrn.2803996 · Cited by 12
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Ashton-Hay, S. A. (2013) · Cross Connect (Southern Cross University) · Cited by 11
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Jiang, J., & Yu, Y. (2014) · International Journal of Information and Communication Technology Education · doi:10.4018/ijicte.2014070103 · Cited by 11
Factors likely to impact the effectiveness of research writing groups for off-campus doctoral students
Kozar, O., & Lum, J. F. (2013) · Journal of academic language and learning · Cited by 10
Peer review and Chinese EFL/ESL student writers
Ren, H., & Hu, G. (2012) · NIE Digital Repository (National Institute of Education, Nanyang Technological University) · Cited by 10
Willingness to Write (WTW): Development of a model in EFL writing classrooms
Rafiee, M., & Abbasian-Naghneh, S. (2020) · Cogent Education · doi:10.1080/2331186x.2020.1847710 · Cited by 11
“These include studies conducted by Berg (1999) who confirms the efficiency of teachers’ feedback as an aid in writing development, and as a means to foster critical reasoning or Tsui and Ng (2000) study, whose participants expressed a high approval of teacher feedback than peer’s feedback.”
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Cleland, J. A., & Walton, G. (2012) · Journal of Learning Development in Higher Education · doi:10.47408/jldhe.v0i4.124 · Cited by 10
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“According to Tsui and Ng (2000) it is because in their cultures EFL students view the teacher as the only one who has authority and competence to provide them feedback which they can use for their subsequent revision.”
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The effects of providing peer feedback on learners’ genre awareness in English as a foreign language business letter writing
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“For example, Zhang (1995), and Tsui and Ng (2000) reported that, in their English as a second language (ESL) writing classrooms, students strongly preferred teacher feedback over peer feedback, perceiving of teacher feedback as far more effective.”
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Method
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Background
Critical feedback on peer review research
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Result
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Background
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“Tsui and Ng (2000) compared peer feedback with teacher feedback.”
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Applying Toulmin: Does Peer Response Play a Role in Korean EFL College Students’ Revision Quality?
Huh, M.-H., & 이인환 (2014) · English Teaching · doi:10.15858/engtea.69.3.201409.3 · Cited by 7
“…social, and linguistic benefits, most of which have been substantiated by empirical evidence (Byrd, 1994; de Guerrero & Villamil, 1994; Lockhart & Ng, 1995; Mangelsdorf, 1989; Mendonça & Johnson, 1994; Min, 2005; Mittan, 1989; Peterson, 2003; Tsui & Ng, 2000; Villamil & de Guerrero, 1996).”
Background
EFL Students’ Perceptions of Teacher Feedback and Intra-Feedback in Writing Essays
Kazemi, M., Abadikhah, S., & Dehqan, M. (2018) · Khazar journal of humanities and social sciences · doi:10.5782/2223-2621.2018.21.2.26 · Cited by 7
“Likewise, Hyde (1993), Nelson and Carson (1998), and Tsui and Ng (2000) separately investigated the attitudes of different cohorts of L2 learners and maintained that they did not perceive peer feedback as effective as teacher comments.”
Background
Developing college students’ learning strategies to improve oral presentation through negotiation of meaning in telecollaboration
Liu, T.-L., & Yang, Y. (2022) · Journal of Research on Technology in Education · doi:10.1080/15391523.2022.2098211 · Cited by 7
“Tsui and Ng (2000) also claimed that TA’s and teacher’s feedback and assessment encourages students to undergo NoM by discussing and explaining learning problems.”
Background
A Qualitative Analysis of Sub-degree Students Commentary Styles and Patterns in the Context of Gender and Peer e-Feedback
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“It is noteworthy that few attempts have been made by English-speaking researchers to investigate the differences between teachers and students [6][21][18][ 33 ][19][5], subject-matter experts and writing instructors [25], as well as between single peer and multiple peers [23] in their written responses to student/peer…”
Background
Comparison between the Effects of SCMC and SCMC with Peer Feedback on EFL Writing
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“I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers
Martin‐Beltrán, M., García, A. A., & Montoya‐Ávila, A. (2020) · International Journal of Applied Linguistics · doi:10.1111/ijal.12310 · Cited by 8
Patterns of interaction in peer response: the relationship between pair dynamics and revision outcomes
Roberson, A. (2022) · Digital Archive @ GSU · doi:10.57709/6430660 · Cited by 7
Peer Assessment of Adolescent Learners’ Writing Performance
Tsagari, D., & Meletiadou, E. (2015) · Writing & Pedagogy · doi:10.1558/wap.v7i2-3.26457 · Cited by 8
Peer corrective feedback as an opportunity for metalinguistic reflection in tandem telecollaboration
Russa, F. L., & Nuzzo, E. (2021) · Ripensare l’insegnamento delle lingue straniere a partire dall’esperienza della didattica a distanza · doi:10.21283/2376905x.14.241 · Cited by 2
“According to certain studies (e.g., Guardado & Shi, 2007; Tsui & Ng, 2000; Yoshida, 2008), learners may lack confidence in their ability to provide CF and distrust the feedback provided by their peers; hence, they are reluctant to incorporate it in their drafts.”
Background
The effect of assessment of peer feedback on the quantity and quality of feedback given
Ruegg, R. (2014) · Studies in Language Assessment · doi:10.58379/nmwl6229 · Cited by 7
“However, it has been suggested that peer feedback may be inappropriate for learners from collectivist cultures such as Japan (Nelson & Carson, 1998; Tsui & Ng, 2000) because of the cultural necessity to attend to relationships in interactions with others (Allaei & Connor, 1990; Carson & Nelson,…”
Background
Yazılı anlatımı düzenlemede akran dönütleri: Dönüt türleri, öğrenci algıları
Hamzadayı, E., & Çetinkaya, G. (2011) · Pamukkale University Open Access Archive (Pamukkale University) · Cited by 7
Computer mediated peer response and its impact on revision in the college Spanish classroom: A case study
Roux-Rodriguez, R. (2003) · Digital Commons - University of South Florida (University of South Florida) · Cited by 6
TEACHER AND PEER WRITTEN FEEDBACK IN THE ESL COMPOSITION CLASSROOM: APPROPRIATION, STANCE, AND AUTHORSHIP
Fordham, S. (2015) · UA Campus Repository (The University of Arizona) · Cited by 7
Writing in a New Environment: Saudi ESL Students Learning Academic Writing
Saba, M. S. (2014) · VTechWorks (Virginia Tech) · Cited by 7
Does metalinguistic explanation of teacher and ChatGPT feedback improve EFL learners’ writing quality and engagement? Findings from an intervention study
Almutlaq, S. A., & Alsaleh, Z. M. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2586124 · Cited by 6
“EFL learners generally value teacher feedback more than their peer and AI-generated feedback (GenAI) (Fithriani, 2018; Henderson et al. 2025; Hyland & Hyland, 2019; Link et al. 2022; Nazaretsky et al. 2024; Srichanyachon, 2012; Tsui & Ng, 2000; Yang et al. 2006; Zou et al. 2025).”
Journal Writing with Peer Feedback: A Friend or A Foe for EFL Learners
Chiramanee, T., & Kulprasit, W. (2014) · International Journal of English Language Education · doi:10.5296/ijele.v2i2.6038 · Cited by 6
“This commonly happens in the Asian academic context as described in the studies of Tsui and Ng (2000), Alavi and Kaivanpanah (2007), and particularly in Puakprom’s www.macrothink.org/ijele 151 (2010) study that the students preferred teacher feedback to peer feedback.”
Background
Trained Peer Written Feedback and Teacher Written Feedback: Similar or Different?
Min, H. (2018) · English Teaching & Learning · doi:10.1007/s42321-018-0009-1 · Cited by 6
Re-Thinking Peer Reviewing in the Virtual Context: The Roles of Giving and Receiving Online Feedback in L2 Spanish Classrooms
Illana-Mahiques, E. (2021) · Languages · doi:10.3390/languages6030151 · Cited by 7
“In the area of L2 learning, Tsui and Ng (2000) found that writing for peers helps writers become more conscious that their texts need to satisfy the expectations of a given audience.”
Background
Scaffolded Peer Feedback and Second Language Writing Proficiency: Implications for Inclusive ESL Teaching Practice
Casinto, C. D. (2023) · Teaching English as a Second or Foreign Language--TESL-EJ · doi:10.55593/ej.26104a8 · Cited by 6
Using Technology for Foreign Language Instruction: Creative Innovations, Research, and Applications
Jin, L., Erben, T., Ban, R., et al. (2008) · Digital Commons-DePaul (DePaul University) · Cited by 6
The Effects of Voice Recording to Improve English Speaking Skills
김혜숙, & Chang, J. (2010) · Studies in Foreign Language Education · doi:10.16933/sfle.2010.24.2.41 · Cited by 6
Vietnamese EFL Students’ Perceptions of Noticing-Based Collaborative Feedback on Their Writing Performance
Dang, T. T. D. (2016) · English Language Teaching · doi:10.5539/elt.v9n5p141 · Cited by 6
“Another example of research that supports students’ perceptions of teacher and peer feedback is the study of Tsui and Ng (2000). The participants were 27 Chinese students (i.”
BackgroundResultInfluential
Investigating teacher learning using a web-based writing platform
Yang, S.-H. (2016) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2016.1245408 · Cited by 6
“…2007; Hyland, 2007; Weigle, 2007) have called for more focus on what Hirvela and Belcher call “ the teacher education realm of the L2 writing ﬁ eld ” (p. 126), including the need to expand knowledge of how students bene ﬁ t from writing teachers ’ feedback on their writing (Tsui & Ng, 2000).”
Background
The Effect of EFL Correction Practices on Developing Moroccan Students’ English Writing Skills
Zyad, H., & Bouziane, A. (2020) · Springer eBooks · doi:10.1007/978-3-030-25830-6_5 · Cited by 7
Languaging when providing and processing peer feedback
Storch, N., & Alshuraidah, A. (2020) · Language learning and language teaching · doi:10.1075/lllt.55.05sto · Cited by 6
Insights into the cognitive processes of trained vs untrained EFL peer reviewers on writing: An exploratory study
Hanjani, A. M. (2021) · Assessing Writing · doi:10.1016/j.asw.2021.100530 · Cited by 7
Rater Errors among Peer-Assessors: Applying the Many-Facet Rasch Measurement Model
Esfandiari, R. (2015) · Iranian Journal of Applied Linguistics · doi:10.18869/acadpub.ijal.18.2.77 · Cited by 6
“Secondly, peer-assessment provides language learners with opportunities to hone their skills (Ballantyne, Hughes & Mylonas, 2002; Tsui & Ng, 2000), establish interpersonal relationship (Cheng & Warren, 2005; Earl, 1986; Noonan & Duncan, 2005), share ideas (Pope, 2001), and reflect on learning…”
Investigating the Validity of Different Peer Groupings in the Assessment of English Writings
Bi, Z., Mengyu, T., Diying, Y., & Liandi, P. (2019) · International Education Studies · doi:10.5539/ies.v12n12p55 · Cited by 6
Collaboration via wikis: social aspects and adapting teacher feedback in an online environment
Boudreaux, M. (2010) · doi:10.31390/gradschool_theses.1460 · Cited by 6
“An obvious benefit to peer feedback or peer correction, according to Tsui and Ng (2000), is that peer correction is more targeted and pitched towards the level of ability of the learner that is being corrected (p. 148).”
Background
Benefits and difficulties in using peer response for writing in the EFL classroom
Hansson, S. (2015) · Gothenburg University Publications Electronic Archive (Gothenburg University) · Cited by 6
An Introduction to English Teaching
Lin, G. H. C., & Chien, P. S. C. (2009) · Cited by 5
Investigating the Effect of Peer-Assessment on Students’ Writing Proficiency
Legese, G., Ferede, T., & Shimelis, A. (2019) · International Journal of Multicultural and Multireligious Understanding · doi:10.18415/ijmmu.v6i3.929 · Cited by 5
Voices from EFL Thai learners towards English writing
Sundrarajun, C. (2020) · Cypriot Journal of Educational Sciences · doi:10.18844/cjes.v15i6.5293 · Cited by 5
Rubric-Based Self-Assessment of Chinese-English Interpreting
Su, W. (2021) · New frontiers in translation studies · doi:10.1007/978-981-15-8554-8_4 · Cited by 5
Open science in the classroom: students designing and peer reviewing studies in human brain and behavior research
Matuk, C. F., Yetman-Michaelson, L., Martin, R., Vasudevan, V., Burgas, K., Davidesco, I., Shevchenko, Y., Chaloner, K., & Dikker, S. (2023) · Instructional Science · doi:10.1007/s11251-023-09633-9 · Cited by 6
Assessing the Quality of Online Peer Feedback in L2 Writing
Rosalia, C., & Llosa, L. (2009) · IGI Global eBooks · doi:10.4018/978-1-59904-994-6.ch020 · Cited by 5
“These studies have compared students’ judgments to teacher judgments on teacherdeveloped checklists or criteria and the impact of peer feedback on subsequent essay revisions (Falchikov, 2005; Topping, 2003; Tsui & Ng, 2000; Yang, Badger & Yu, 2006).”
Result
Written Feedback and Oral Interaction: How Bimodal Peer Feedback Affects Japanese EFL Students
Hirose, K. (2012) · Cited by 5
Research on language teaching and learning: 2000
Johnstone, R. (2001) · Language Teaching · doi:10.1017/s0261444800014312 · Cited by 5
Adoption of the process–oriented writing approach in a Japanese high school classroom
Kurihara, N. (2014) · The Language Teacher · doi:10.37546/jalttlt38.5-9 · Cited by 6
Exploring student perceptions and attitude towards various aspects of peer feedback in a pharmacotherapy course
Mishra, S. D., Rebitch, C. B., & Choi, I. (2020) · Currents in Pharmacy Teaching and Learning · doi:10.1016/j.cptl.2019.10.007 · Cited by 5
Students’ Perception On Peer Correction For Academic Writing Performance
Tsuroyya, C. (2020) · The Journal of English Literacy Education The Teaching and Learning of English as a Foreign Language · doi:10.36706/jele.v7i1.10674 · Cited by 5
“Although peer correction is questionable, students are encouraged to take control in their writing performance by peer feedback that taking part in the development of autonomous learning (Tsui & Ng, 2000; Yang et.al, 2006).”
Background
Investigating the Influence of Using Peer Feedback on EFL Students’ Speaking Achievement and Their Perceptions Towards Peer Feedback
Chekol, A. D. (2020) · Arabic Language Literature & Culture · doi:10.11648/j.allc.20200503.11 · Cited by 5
L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China
Kim, S., & Lan, Y. (2021) · Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras · doi:10.30827/portalin.v0i35.13887 · Cited by 5
“Copious studies have supported its benefits, reporting that engaging students in peer review encourages cooperative learning (Tsui & Ng, 2000) and improves both content- and language-related aspects of student writing (Berg, 1999).”
Background

Authors: Tsui, A. B. M., & Ng, M.
Venue: Journal of Second Language Writing
Publisher: Elsevier BV
Published: 2000-05
Volume: 9
Issue: 2
Pages: 147-170
ISSN: 1060-3743 (ISSN-L)
DOI: 10.1016/s1060-3743(00)00022-9
OpenAlex: W2028315260
Semantic Scholar: 02e037b65932a8c3755701134d5bd22e5a379728
Cited by: 648
References: 41
Citations by year: 2026: 24 · 2025: 23 · 2024: 27 · 2023: 33 · 2022: 48 · 2021: 46 · 2020: 40 · 2019: 51 · 2018: 34 · 2017: 33 · 2016: 34 · 2015: 36 · 2014: 52 · 2013: 36 · 2012: 24
FWCI: 24.49
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Journal of Second Language Writing (publishedVersion)
The HKU Scholars Hub (University of Hong Kong) (submittedVersion)
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 comments, second language writing, writing revision, high school students, cooperative learning, Hong Kong

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Do Secondary L2 Writers Benefit from Peer Comments?

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