The DOI matches its Crossref record; 38 of the 41 references it cites were found in a registry or an index.
Do Secondary L2 Writers Benefit from Peer Comments?
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“Studies have found that students prefer teacher feedback compared with peer feedback (Jacobs, Curtis, Braine, & Huang, 1998;Nelson & Carson, 1998;Tsui & Ng, 2000;Zhang, 1995)”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Tsui & Ng, 2000
Citations
Cites
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
Research on Written Composition: New Directions for Teaching
Witte, S. P., Larson, R. L., & Hillocks, G. (1987) · College Composition and Communication · doi:10.2307/357721 · Cited by 694
Second Language Writing. Research Insights for the Classroom.
Kroll, B. (1990) · Modern Language Journal · Cited by 656
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).”
BackgroundSalience 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
Mendonça, C. O., Johnson, K. E., & Mendonca, C. O. (1994) · TESOL Quarterly · doi:10.2307/3587558 · Cited by 446
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
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.
Cited by
Sorted by citations
Items 601–643 of 643
Pallo, V. (2023) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/per-b.2023.1961.2.09 · Cited by 1
Rethinking and Reframing Peer Review
Jackson, P., & Weaver, C. (2023) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/per-b.2023.1961.1.3 · Cited by 1
Chapter 5. Peer Persuasion: An Ethos-Based Theory of Identification and Audience Awareness
Stanton, C. (2023) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/per-b.2023.1961.2.05 · Cited by 1
Lee, S. (2023) · The Korean Association of General Education · doi:10.46392/kjge.2023.17.5.141
Integrating CSE and Assessment for Learning in Chinese EFL Writing Classroom
(2023) · TESOL Communications · doi:10.58304/tc.20240107
عبدالحافظ, أ. م. م. (2024) · مجلة البحث في التربية وعلم النفس · doi:10.21608/mathj.2024.267301.1417
The affordances of language choice in negotiation of oral peer feedback on L2 writing
Carhill‐Poza, A., Tian, L., & Rubio, J. W. (2024) · Writing & Pedagogy · doi:10.1558/wap.21859
Amrizal, Hartono, R., Rukmini, D., Mujiyanto, J., & Mustafa, L. M. (2024) · Journal of Higher Education Theory and Practice · doi:10.33423/jhetp.v24i4.6946
“Moreover, Rahimi (2009), Min (2006), Peterson, Childs & Kennedy (2004), and Tsui & Ng (2000) suggested revising learners’ output and returning it to the lecturer for validation.”
BackgroundUnpacking Student Responses to Discrepant Peer and Teacher Feedback: A Cross-Cultural ComparisonPreprint
Lopera-Oquendo, C., Lipnevich, A. A., Tomazin, L., Máñez, I., León, S. P., & Beatson, N. J. (2024) · SSRN Electronic Journal · doi:10.2139/ssrn.4855587
Anjarani, S., & Alvianingrum, Y. (2024) · IJEE (Indonesian Journal of English Education) · doi:10.15408/ijee.v11i1.34995 · Cited by 4
An Experiment Using Penzu for Extensive Writing
Mork, C.-M. (2017) · The FLTmag. · doi:10.69732/vyex6492
Peer Feedback and its impact on university students’ writing performance
Cañizares, F. I., & Ramírez-Ávila, M. R. (2024) · AtoZ novas práticas em informação e conhecimento · doi:10.5380/atoz.v13i0.90734
Qin, L., Dong, J., & Xuan, Q. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5119103
Phan, T. M. T. (2025) · Proceedings of the AsiaCALL International Conference · doi:10.54855/paic.24626
“Similarly, Tsui and Ng (2000) discovered that learners found peer feedback ineffective, and they highly valued their teacher's feedback instead of their peers.”
Chhorn, T., & Wang, J. (2025) · Journal of Education Innovation and Language Teaching (JEILT) · doi:10.63381/jeilt.vi.14
Dalsgaard, C., Boie, M. A. K., & Prilop, C. N. (2025) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2025.2554726
“…as much positive impact as teacher feedback (e.g., Cho et al., 2006; Gielen et al., 2010) or more (Yang, Badger, & Yu 2006), other studies reveal that teacher feedback is incorporated more by students or promotes students’ skills to a greater extent (e.g., Prilop et al., 2020; Tsui & Ng, 2000).”
Widdowson, L. (2025) · International Journal of English for Academic Purposes Research and Practice · doi:10.3828/ijeap.2025.10
Rubrecht, B. G. (2022) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64802-767-320251003
Lam, T. E. S. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5871903
An Investigation of the Implementation of Peer Feedback Activities in Higher Education
Haryana, L., Puspa, A., & Saputra, D. B. (2025) · Ethical Lingua Journal of Language Teaching and Literature · doi:10.30605/25409190.803
“Peer feedback has been considered as a complementary and effective source of feedback in the L2 writing classroom (Villamil & Guerrero, 1998; Tsui and Ng, 2000).”
Lin, L., & Lin, Y. (2025) · Chinese Journal of Applied Linguistics · doi:10.1515/cjal-2025-0403
“A wealth of research has documented the usefulness of peer assessment (M. K. Lee, 2015; Lundstrom & Baker, 2009; Tsui & Ng, 2000; W. Q. Wang, 2014) and automated writing evaluation (Dikli & Bleyle, 2014; Li et al., 2015; Liao, 2016; Link et al., 2020; Stevenson & Phakiti, 2014; Y. J. Wang et al.,…”
Lam, T. E. S. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.6031174
The influence of online peer review on EFL learners’ cohesion and coherence in narrative writing
Li, J., Guan, Y., Pack, A., Jia, W., Xia, W., & Wang, B. (2026) · Journal of China Computer-Assisted Language Learning · doi:10.1515/jccall-2025-0028
Qin, W., Xu, F., Gu, C., Xiaomeng, Y. A. N. G., Yu, Y., Peng, J., Li, J., & Hu, B. Y. (2026) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2026.102215 · Cited by 1
Feedback in Writing Instruction: The Role of Teachers and Peers
Kurihara, N. (2026) · Springer eBooks · doi:10.1007/978-981-95-6163-6_12
Konuşma Becerisinin Geliştirilmesi Sürecine Yönelik Bir Geribildirim Sınıflaması
Alakuş, İ. K., & Temizkan, M. (2026) · Ana Dili Eğitimi Dergisi · doi:10.16916/aded.1878736
Collaborative Learning Through Integrated Feedback Mechanisms in Digital Tools
Ngo, N. T. D., & Pham, H. C. (2026) · IGI Global eBooks · doi:10.4018/979-8-3373-1732-8.ch006
Peer Feedback on Learning Writing Skill for Senior University Students
Trịnh, T. V. T., & LOAN, N. T. (2026) · IGI Global eBooks · doi:10.4018/979-8-3373-1732-8.ch008
Xu, Z., & Zhang, L. (2026) · Second language learning and teaching · doi:10.1007/978-3-032-26254-7_7
Xu, Z., & Zhang, L. J. (2026) · Second language learning and teaching · doi:10.1007/978-3-032-26254-7_2
Xu, Z., & Zhang, L. (2026) · Second language learning and teaching · doi:10.1007/978-3-032-26254-7_1
Suhartoyo, E., Mukminatien, N., Suryati, N., Hamat, A., Ismiatun, F., Afrilyasanti, R., & Ubaidillah, M. F. (2026) · Multidisciplinary Science Journal · doi:10.31893/multiscience.2026808
Karim, A., Mamun, M. A. A., Sultana, S., & Kabilan, M. K. (2026) · PLoS ONE · doi:10.1371/journal.pone.0353171
“Earlier studies also highlighted learners’ limited ability to evaluate peers’ writing effectively [65,66].”
Wang, H., & Guo, K. (2026) · Assessing Writing · doi:10.1016/j.asw.2026.101100
Effects of Written Loop Feedback on Student Feedback Literacy in Second Language Writing Assessment
Plengkham, B., Sukserm, P., & Rattanasak, S. (2026) · LEARN Journal : Language Education and Acquisition Research Network · doi:10.70730/vlmc7134 · Cited by 1
Epistemic Network Analysis of Multi-Source Feedback on College English Writing
Guo, J., Ma, P., & Chen, Z. (2026) · International Conference on Computer Science and Technologies in Education (CSTE) · doi:10.1109/cste69562.2026.11649604
“Researchers have highlighted several benefits of peer assessment, such as encouraging students to critically reflect on their learning outcomes and deepening engagement in learning content [18].”
Yang, X., & Liu, X. (2026) · Creative Education · doi:10.4236/ce.2026.179099
Yüksel, İ., & Uysal, B. Ç. B. (2026) · Reading and Writing · doi:10.1007/s11145-026-10913-2
Tsao, J.-J., & Liu, C.-Y. (2026) · SAGE Open · doi:10.1177/21582440261497008
Factoren van invloed op feedbackvoorkeuren van studenten bij samenwerken
van Oosten, E. (2013) · Utrecht University Repository (Utrecht University)
Metadata
- 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)
- 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
- 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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