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Cited by 35Student Assessment and FeedbackDiscourse Analysis in Language StudiesEFL/ESL Teaching and Learning

Understanding autonomous peer feedback practices among postgraduate students: A case study in a Chinese university

Man, Deliang, Xu, Yiqin, O’Toole, John Mitchell·2018·Assessment & Evaluation in Higher Education
DOI 10.1080/02602938.2017.1376310
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Abstract

Academic writing is a social practice in which the writer interacts with both texts and people and uses the interaction as a learning resource. While academic interaction in the classroom setting has been extensively investigated, student interaction that takes place without teacher supervision remains largely unexplored. Since autonomy is a key component of academic interaction, autonomous peer feedback practices among postgraduate students may be of some interest. This paper reports on an exploratory case study of peer feedback among a small group of postgraduate students in a master’s programme in translation studies in a prestigious Chinese university. The findings offer insights into the role of peer feedback in advancing academic literacy and forming scholarly communities in an emerging discipline. The case study provides an opening into the research area of autonomous peer feedback and suggests avenues for further, more substantial research.

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Crossref · 10.1080/02602938.2017.1376310

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  • Peer feedback facilitates the introduction of graduate students into established scholarly networks.

    “Furthermore, this practice facilitates the introduction of graduate students into established scholarly networks (Ciampa and Wolfe, 2023; Man et al., 2018; Zhang et al., 2020).”

    From Incorporating peer feedback in academic writing: a systematic review of benefits and challenges (2024) · cites this paper as Man et al., 2018

  • Man et al. (2018) observed that autonomous peer feedback practices among postgraduate students catalyze the construction of new academic communities and facilitate introduction into established scholarly networks.

    “For example, Man et al. (2018) examined autonomous peer feedback practices among postgraduate students and observed that such feedback not only catalyzes the construction of new academic communities but also facilitates the introduction of graduate students into established scholarly networks, echoing the findings of Ciampa and Wolfe (2023) as well as Zhang et al. (2020).”

    From Incorporating peer feedback in academic writing: a systematic review of benefits and challenges (2024) · cites this paper as Man et al., 2018

  • Students often grapple not just with superficial aspects like vocabulary and grammar but also with advanced facets of academic writing, including research methodology and significance of research.

    “Students often grapple not just with superficial aspects like vocabulary and grammar but also with advanced facets of academic writing (Gao et al., 2019), including research methodology and the significance of research (Man et al., 2018).”

    From Incorporating peer feedback in academic writing: a systematic review of benefits and challenges (2024) · cites this paper as Man et al., 2018

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Authors
Man, D., Xu, Y., & O’Toole, J. M.
Affiliations
  • Guangdong University of Foreign Studies (CN)
  • University of Macau (MO)
  • University of Newcastle Australia (AU)
Corresponding author
Man, Deliang
ORCID
Venue
Assessment & Evaluation in Higher Education
Publisher
Informa UK Limited
Published
2017-09-11
Volume
43
Issue
4
Pages
527-536
ISSN
  • 0260-2938 (ISSN-L)
  • 1469-297X
DOI
10.1080/02602938.2017.1376310
OpenAlex
W2754475903
Cited by
35
References
33
Citations by year
2025: 4 · 2024: 5 · 2023: 7 · 2022: 7 · 2021: 3 · 2020: 5 · 2019: 3 · 2018: 1
FWCI
8.78
Type
journal article
Language
en
Open access
closed
Locations
  • Assessment & Evaluation in Higher Education (publishedVersion)
  • NOVA (University of Newcastle Australia) (submittedVersion)
Funders
National Social Science Fund of China (17BYY056)
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
peer feedback, self-directed learning, graduate students, academic writing, academic interaction, academic literacy, academic community, translation studies, emerging disciplines, Chinese universities

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