Engaging in dialogic peer feedback in L2 writing development
A microgenetic approach
Bibliographic Data
| ID | 11989170 |
|---|---|
| Authors | Danli Li (0000-0001-8650-4493, Wuhan University), Jinghua Qian (0000-0003-4107-5423, Wuhan University, corresponding author) |
| Year | 2024 |
| Volume | 126 |
| Pages | 103513-103513 |
| Publication date | 2024-10-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2024.103513 |
| OpenAlex | W4403362580 |
| Language | EN |
| Citations received | 4 |
| References cited | 17 |
Collaborative writing · Dialogic · Higher education · Linguistics · Mathematics education · Pedagogy · Peer evaluation · Peer feedback · Political science · Second language · Second language writing · Computer Science · Educational and Psychological Assessments · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Dialogue within peer feedback processes
Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
Strengthening dialogic peer feedback aiming for deep learning in SPOCs
Exploring student engagement with peer feedback on L2 writing
Improving the understanding of written peer feedback through face-to-face peer dialogue
A Vygotskian Perspective on Corrective Feedback in L2
From monologue to dialogue
Understanding student engagement with peer feedback on master’s theses
Feedback-dialogues
A collaborative learning approach to dialogic peer feedback
Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context
Written corrective feedback from an ecological perspective
Researching L2 Student Engagement with Written Feedback
Toward a better understanding of student engagement with peer feedback
| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |