Sugaring the pill
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?
Written feedback is the most well-known means teachers use to interact and communicate with learners.
“Consequently, written feedback is the most well-known means teachers use to interact and communicate with learners (Ferris, 2004;Hyland & Hyland, 2001).”
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 Hyland & Hyland, 2001
Cites
Zamel, V. (1985) · TESOL Quarterly · doi:10.2307/3586773 · Cited by 763 · cited 1× · see citing works
“global’’ issues (Zamel, 1985), and ‘‘high order vs.”
The influence of teacher commentary on student revision
Ferris, D. R. (1997) · TESOL Quarterly · doi:10.2307/3588049 · Cited by 618 · see citing works
Compliments and politeness in peer-review texts
JOHNSON, D. M. (1992) · Applied Linguistics · doi:10.1093/applin/13.1.51 · Cited by 71 · see citing works
Flagged first, then by citations
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The nature of feedback: How different types of peer feedback affect writing performance
Nelson, M. M., & Schunn, C. D. (2009) · Instructional Science · doi:10.1007/s11251-008-9053-x · Cited by 602 · see citing works
Facilitating productive use of feedback in higher education
Jonsson, A. (2013) · Active Learning in Higher Education · doi:10.1177/1469787412467125 · Cited by 414 · see citing works
Feedback on feedback practice: perceptions of students and academics
Mulliner, E., & Tucker, M. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1103365 · Cited by 261 · 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
Adcroft, A. (2011) · Higher Education Research & Development · doi:10.1080/07294360.2010.526096 · Cited by 121 · see citing works
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment
Lipnevich, A. A., McCallen, L. N., Miles, K. P., & Smith, J. K. (2014) · Instructional Science · doi:10.1007/s11251-013-9299-9 · Cited by 116 · see citing works
Riazi, A. M., Rezvani, R., & Ghanbar, H. (2023) · Research Methods in Applied Linguistics · doi:10.1016/j.rmal.2023.100065 · Cited by 79 · 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
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
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 · see citing works
Kim, S. (2023) · Journal of Writing Research · doi:10.17239/jowr-2023.15.02.02 · Cited by 6 · see citing works
- Authors
- Hyland, F., & Hyland, K.
- Affiliations
- University of Hong Kong (HK)
- City University of Hong Kong (HK)
- Corresponding author
- Hyland, Ken
- ORCID
- Hyland, Ken
- Venue
- Journal of Second Language Writing
- Publisher
- Elsevier BV
- Published
- 2001-08
- Volume
- 10
- Issue
- 3
- Pages
- 185-212
- ISSN
- 1060-3743 (ISSN-L)
- OpenAlex
- W2111543480
- Cited by
- 521
- References
- 3
- Citations by year
- 2026: 24 · 2025: 28 · 2024: 27 · 2023: 44 · 2022: 35 · 2021: 28 · 2020: 27 · 2019: 23 · 2018: 23 · 2017: 29 · 2016: 28 · 2015: 27 · 2014: 26 · 2013: 23 · 2012: 21
- FWCI
- 76.18
- 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 › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Keywords
- teacher feedback, ESL learners, written corrective feedback, praise, criticism, hedging, mitigation measures, teacher-student relationship, second language writing, question forms, personal attributions
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.
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