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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Background
Salience of Feedback on Error and Its Effect on EFL Writing Quality
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Mittan, 1989, The peer review process: harnessing students' communicative power, 207
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Hsieh, M.-H., & Chuang, H. (2022) · IJET (Indonesian Journal of English Teaching) · doi:10.15642/ijet2.2022.11.1.69-80 · Cited by 2
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Interaction and Participation in the Small Group Writing Conference
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“Peer assessment played a complementary role to teacher assessment by focusing on different language aspects of writing and covering areas unaddressed by teachers (e.g. Caulk, 1994; Tsui and Ng, 2000).”
Background
The sound of ink: A Bakhtinian analysis of expressive intonation in written feedback on essays of first and second language community college students of English composition
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Chinese College Students' Abilities and Attitudes for Peer Review
Jie, Z. (2011) · Chinese Journal of Applied Linguistics · doi:10.1515/cjal.2011.033 · Cited by 1
“Socially, peer review brings a sense of audience into the writing classroom (Jacobs et al., 1998; Paulus, 1999; Tsui & Ng, 2000; Zhang, 1995).”
Background
Transforming Ineffective Feedback of the Students to Effective Feedback: A Study on the Students of ENG091 and ENG101 of Bil at Brac University
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“Moreover, while receiving feedback from the peers, students feel less anxious in comparison with receiving feedback from the teacher (Tsui & M., 2000).”
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Teacher and peer feedback: Learner perceptions and the efficacy for improvement in L2 writing
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The Combination of Peer and Self-directed Feedback on Writing Achievement of Low Proficiency EFL Students
Amelia, R., & Rusmanayanti, A. (2017) · SEA-DR (South East Asia Development Research) International Conference (SEADRIC) · doi:10.2991/seadric-17.2017.17 · Cited by 1
“Peer feedback is believed to be able to enhance a sense of audience [25], provides instant feedback with variety of suggestions [17], and prepares the students to work with their work later on by learning from others’ strengths and weaknesses [17][19].”
Background
Social Dynamics During Peer Response: Patterns of Interaction in the L2PR Corpus
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Lam, R. (2019) · Springer eBooks · doi:10.1007/978-981-13-6653-6_9 · Cited by 1
Habilitación lingüística y corrección de la escritura con señalización de errores
Corral, A. L., Acuña-Meléndrez, K. F., Irigoyen-Morales, J. J., & Córdova-Cárdenas, G.-M. (2020) · Journal of Behavior Health & Social Issues · doi:10.22201/fesi.20070780.2020.12.1.75672 · Cited by 1
“…encontradas que afirman (Min, 2016; Rahimi, 2013; Zimmerman & Kitsantas, 2002) o niegan según sea el caso (Storch, 2007; Truscott & Hsu, 2008; Tsui & Ng, 2000) que la revisión y corrección afecta tanto aspectos de forma como de contenido, en realidad el texto en sí sería necesario pero no…”
Background
Writing Anxiety and Facebook-mediated Feedback
Yufrizal, H., Sutarsyah, C., & Sudirman, S. (2020) · Advances in Social Sciences Research Journal · doi:10.14738/assrj.77.8628
PEER ASSESSMENT IN UNIVERSITY LEVEL: A PRELIMINARY STUDY ON THE RELIABILITY
Halim, S. W. (2021) · CaLLs (Journal of Culture Arts Literature and Linguistics) · doi:10.30872/calls.v6i2.3804 · Cited by 1
Investigating the Effectiveness of Web-Based Peer Review in Students’ Drafts Revision: A Critical EAP Perspective
Liu, X. (2022) · Theory and Practice in Language Studies · doi:10.17507/tpls.1208.11 · Cited by 1
“…concerned with the focus on the effectiveness based on rubric dimension of a reviewer or reviewee’s comments, a pedagogical syllabus design of a peer feedback course, reviewers’ or reviewees’ identify, or even the reasonableness and accuracy of comments towards L2 writing problems (Tsui & Ng, 2000”
Background
LA REVISIONE COLLABORATIVA DEL TESTO SCRITTO. OSSERVAZIONI ACQUISIZIONALI DA UNO STUDIO DI CASO NELLA SCUOLA PRIMARIA PLURILINGUE
Ferrari, S., & Grassi, R. (2023) · Italiano LinguaDue · doi:10.54103/2037-3597/19625 · Cited by 1
EFL Students' Reactions to Peer versus Teacher Feedback to Improve Writing Skills: A Study at Intermediate School Level
Almutairi, R. T. (2023) · English Language Teaching · doi:10.5539/elt.v16n4p88 · Cited by 1
“Numerous empirical studies have supported the importance of peer response in L2/FL writing classrooms at the college and school levels (Palevel, 1999; Tsui & Ng, 2000; Min, 2006; Yu & Lee, 2016).”
BackgroundResultInfluential
Borderless learning experiences : the development of design guidelines for collaborative distance learning environments
Verdonschot, S. G. M., & Kwakman, K. (2004) · University of Twente Research Information · Cited by 1
Writing Instruction in Foreign Language Courses: Multiple Perspectives on the Impact of Peer Feedback on Students' Writing Proficiency
Altstaedter, L. L. (2009) · Cited by 1
Peer Assessment
Sun, Y., & Doman, E. (2018) · The TESOL Encyclopedia of English Language Teaching · doi:10.1002/9781118784235.eelt0330 · Cited by 1
English Language Teaching, Vol.1, No.1, June 2008
Editor, E. L. T. (2008) · English Language Teaching · doi:10.5539/elt.v1n1p0 · Cited by 1
Latino Students and Biliteracy at a University: Literacy Histories, Agency, and Writing.
Stegemoller, W. J. (2009)
Peer evaluation in a Filipino L2 speech class: "Speaking the unspeakable?"
Rojo-Laurilla, M. A. (2005)
Collaboration and Writing: More than Exchanging Words
Reed, K. (2014) · Asian Journal of English Language Teaching · doi:10.65961/ajelt-2014-1-002
“…earlier studies have strongly indicated that students can make positive revisions when they have been trained on the process (Stanley, 1992; Berg, 1999; Paulus, 1999; Tsui & Ng, 2000), this generally high rating was expected and supports the positive results that peer review with training can have.”
BackgroundResultInfluential
Electronic Peer Feedback in a Collaborative Classroom
Branham, C. (2012) · Digital Commons - University of South Florida (University of South Florida)
Implementation of Peer Reviews: Online Learning
Colella-Sandercock, J. A., Verbora, A. R., Morrison, O.-P., & Singleton-Jackson, J. A. (2015) · International Journal of Learning Teaching and Educational Research

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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