Using peer feedback in the ESL writing class
Bibliographic Data
| ID | 5808282 |
|---|---|
| Authors | Paul Rollinson (corresponding author) |
| Year | 2004 |
| Volume | 59 |
| Issue | 1 |
| Pages | 23-30 |
| Publication date | 2004-12-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | ELT Journal (JOURNAL) |
| Journal identifiers | ISSN: 0951-0893 • E-ISSN: 1477-4526 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/elt/cci003 |
| OpenAlex | W2004834002 |
| Language | EN |
| Citations received | 64 |
| References cited | 19 |
Although both research and practice have generally supported the use of peer feedback activities in ESL and L2 writing classes, many teachers (and most students) are less than convinced of its usefulness in their own particular situation. The objective of this article is to briefly summarize some of the main arguments in favour and against peer feedback, and to explain how teachers can establish a positive context for effective peer group response by organizing proper procedures and training
Peer evaluation · Second language writing · EFL/ESL Teaching and Learning · Second Language Learning and Teaching · Student Assessment and Feedback
O feedback corretivo oral em pares para a produção textual escrita no Teletandem Institucional-Integrado
Peer Response with Process-oriented, Standards-based Writing for Beginning-level, Second Language Learners of Spanish
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A comparative study of peer and teacher feedback in a Chinese EFL writing class
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Exploring Teacher Agency in Conducting Peer Feedback Activities in English-as-a-Foreign-Language Writing
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The Practical Perceptions of Vietnamese Lecturers and Students Towards Written Peer Feedback
Perceptions of Tertiary Level Students About Peer Feedback in Writing Classes in Bangladesh
Effects of Computer-Mediated Communication (CMC) Peer Review in an EFL Writing Course
Investigating the Effectiveness of Web-Based Peer Review in Students’ Drafts Revision
Examination of the Use of Feedback in EFL Writing Instruction
Comparing English Language Learners’ Perceptions of How Reliable Computer-Based, Teacher-Based, and Peer Feedback Is
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Metacognitive Awareness and EFL Learners' Perceptions and Experiences in Utilising ChatGPT for Writing Feedback
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A Case Study of Combined Peer-Teacher Feedback on Paragraph Writing at a University in Thailand
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Chinese EFL learners’ perception of peer oral and written feedback as providers, receivers and observers
A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing
Investigating relationships among students’ affective, behavioral and cognitive engagement with peer feedback on EFL writing
Collective peer scaffolding, self-revision, and writing progress of novice EFL learners
The effects of face-to-face and computer-mediated peer review on EFL writers’ comments and revisions
Exploring tertiary English as a Foreign Language writing tutors’ perceptions of the appropriateness of peer assessment for writing
Enhancing the structure of feedback forms increases trustworthiness and usefulness of peer feedback
Students’ experience of making and receiving peer assessment
EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms
The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback
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Comparing Peer Feedback and Generative Artificial Intelligence Feedback in Japanese English as a Foreign Language Speaking Context
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Qualitative Analysis for Social Scientists
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The Cambridge Guide to Teaching English to Speakers of Other Languages
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Responding to Student Writing
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Research Design
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Qualitative Analysis for Social Scientists
Convergent and discriminant validation by the multitrait-multimethod matrix
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The Constant Comparative Method of Qualitative Analysis
| Unique citing works | 64 |
|---|---|
| Citations per year | 1,64 |
| Citation span | 1987 - 2026 (40) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 62 |