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Studies in Continuing Education Volume 44, 2022 - Issue 1
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Articles

Doctoral students’ engagement with journal reviewers’ feedback on academic writing

Shulin YuFaculty of Education, University of Macau, Taipa, Macau, People’s Republic of China
&
Lianjiang JiangFaculty of Education, University of Macau, Taipa, Macau, People’s Republic of ChinaCorrespondence[email protected]
Pages 87-104 | Received 07 Oct 2019, Accepted 07 Jun 2020, Published online: 20 Jun 2020

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Read on this site (2)

Feng Geng & Shulin Yu. (2024) Exploring doctoral students’ emotions in feedback on academic writing: a critical incident perspective. Studies in Continuing Education 46:1, pages 1-19.
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Jie Bao & Dezheng (William) Feng. Supervisory feedback and doctoral students’ academic literacy development: the case of writing for publication. Teaching in Higher Education 0:0, pages 1-18.
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Articles from other publishers (6)

William S. Pearson. (2024) Affective, behavioural, and cognitive engagement with written feedback on second language writing: a systematic methodological review. Frontiers in Education 9.
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Hua Chen. (2023) “Anxiety or enjoyment, I feel pleasant to welcome them both”: thematic analysis of a Chinese PhD student’s personal growth experiences. Frontiers in Psychology 14.
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Min Yang. (2023) Supervisory feedback, reflection, and academic discourse socialization: Insights from an L2 doctoral student's paper writing experience. Journal of English for Academic Purposes 62, pages 101215.
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Qiuyan Yan & Chen Tang. (2023) Student Engagement With Peer Feedback in L2 Writing: A Multiple Case Study of Chinese Secondary School Students. Chinese Journal of Applied Linguistics 46:1, pages 120-139.
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Gabriela Błażejowska, Łukasz Gruba, Bipin Indurkhya & Artur Gunia. (2023) A Study on the Role of Affective Feedback in Robot-Assisted Learning. Sensors 23:3, pages 1181.
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William S. Pearson. (2022) Student Engagement with Teacher Written Feedback on Rehearsal Essays Undertaken in Preparation for IELTS. SAGE Open 12:1, pages 215824402210798.
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