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Assessment & Evaluation in Higher Education Volume 46, 2021 - Issue 1
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Articles

Giving genre-based peer feedback in academic writing: sources of knowledge and skills, difficulties and challenges

Shulin YuFaculty of Education, University of Macau, Macau, ChinaCorrespondence[email protected]
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Pages 36-53 | Published online: 18 Mar 2020

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Ying Zhan. (2024) Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives. Teaching in Higher Education 29:4, pages 823-840.
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Kim-Daniel Vattøy & Siv M. Gamlem. (2023) Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics. Scandinavian Journal of Educational Research 0:0, pages 1-15.
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Wenting Chen & Jianwu Gao. (2022) Creating an online community of inquiry: learner practice and perceptions of community-based feedback giving in academic writing. Computer Assisted Language Learning 0:0, pages 1-28.
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Articles from other publishers (25)

Jochem E. J. Aben, Mayra Mascareño Lara, Anneke C. Timmermans, Filitsa Dingyloudi & Jan-Willem Strijbos. (2024) The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing. Instructional Science.
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Xuesong Zhai, Xiaoyan Chu, Minjuan Wang, Chin-Chung Tsai, Jyh-Chong Liang & Jonathan Michael Spector. (2024) A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022. Humanities and Social Sciences Communications 11:1.
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Xu Li, Shiyan Jiang, Yue Hu, Xiaoxiao Feng, Wenzhi Chen & Fan Ouyang. (2024) Investigating the impact of structured knowledge feedback on collaborative academic writing. Education and Information Technologies.
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婉婷 周. (2024) A Quantitative Study of Different Academic Genres of Native English Speakers. Modern Linguistics 12:02, pages 843-854.
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Fazilet SÖNMEZ AYDIN, Şeyma AKTAŞ & Demet YAYLI. (2023) EXAMINING THESIS WRITING PROCESS IN AN ENGLISH LANGUAGE TEACHING PROGRAM IN TURKEY: SUPERVISOR SUPPORT AND POWER RELATIONSTÜRKİYE'DEKİ BİR İNGİLİZCE ÖĞRETİM PROGRAMINDA TEZ YAZMA SÜRECİNİN İNCELENMESİ: DANIŞMAN DESTEĞİ VE GÜÇ İLİŞKİLERİ. Pamukkale University Journal of Social Sciences Institute.
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Mo Li & Barry Lee Reynolds. (2023) Academic emotions in giving genre-based peer feedback: an emotional intelligence perspective. Applied Linguistics Review 14:4, pages 993-1026.
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Xiaodong Zhang. (2023) Exploring L2 students’ experiences with an integrated teacher written and spoken feedback strategy. International Journal of Applied Linguistics 33:2, pages 362-381.
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Fuhui Zhang, Christian Schunn, Sisi Chen, Wentao Li & Rui Li. (2023) EFL student engagement with giving peer feedback in academic writing: A longitudinal study. Journal of English for Academic Purposes 64, pages 101255.
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Mahmoud Maniati, Somayeh Biparva Haghighi, Zohreh Gooniband Shooshtari & Mohammad Reza Afshar. (2023) Differential Effects of Focused/Unfocused Written Corrective Feedback on Learning Transfer in Students of Medical Sciences聚焦式／非聚焦式書面修正性回饋對醫學相關系所學生的學習遷移之差異化影響. English Teaching & Learning.
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Yong Wu & Christian D. Schunn. (2023) Passive, active, and constructive engagement with peer feedback: A revised model of learning from peer feedback. Contemporary Educational Psychology 73, pages 102160.
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Jinyan Huang, Tiantian Shu, Yaxin Dong & Danni Zhu. (2023) Constructing and validating a self-assessment scale for Chinese college English-major students’ feedback knowledge repertoire in EFL academic writing: Item response theory and factor analysis approaches. Assessing Writing 56, pages 100716.
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Camila Barahona, Miguel Nussbaum, Vicente Martin, Alejandra Meneses, Silvana Arriagada, Angela Di Serio & Isabel Hilliger. (2022) Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training: the importance of giving feedback. Educational technology research and development 71:2, pages 667-688.
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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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Wing Shui Ng & Guoxing Yu. (2021) The Impacts of Dialogic Interaction to Engage Students in Peer Assessment. The Asia-Pacific Education Researcher 32:1, pages 53-64.
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Natasha Pourdana & Kobra Tavassoli. (2022) Differential impacts of e-portfolio assessment on language learners’ engagement modes and genre-based writing improvement. Language Testing in Asia 12:1.
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Susan Abdon Winters, Sandra E. Spataro & Stephanie Hughes. (2021) Fishing for Feedback: Discussing Individual Competencies and Strengths in Teams. Management Teaching Review 7:4, pages 297-309.
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Liping Pu, Renquan Heng & Cong Cao. (2022) The effects of genre on the syntactic complexity of argumentative and expository writing by Chinese EFL learners. Frontiers in Psychology 13.
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Ecenaz Alemdag & Zahide Yildirim. (2022) Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study. Computers & Education 188, pages 104574.
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Serdar Sükan & Behbood Mohammadzadeh. (2022) Challenges of Writing Theses and Dissertations in an EFL Context: Genre and Move Analysis of Abstracts Written by Turkish M.A. and Ph.D. Students. Frontiers in Psychology 13.
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Mahboubeh Taghizadeh & Kafiyeh Assadollahi. (2022) The Impact of Online Peer Feedback on Railway Engineering Students' Academic Writing: The Case of Google Docs. The Impact of Online Peer Feedback on Railway Engineering Students' Academic Writing: The Case of Google Docs.
Tamilla MammadovaTamilla Mammadova. 2022. Academic Writing and Information Literacy Instruction in Digital Environments. Academic Writing and Information Literacy Instruction in Digital Environments 143 171 .
Ajrina Hysaj & Doaa Hamam. 2022. Social Computing and Social Media: Applications in Education and Commerce. Social Computing and Social Media: Applications in Education and Commerce 103 114 .
Natasha Pourdana & Soheila Asghari. (2021) Different dimensions of teacher and peer assessment of EFL learners’ writing: descriptive and narrative genres in focus. Language Testing in Asia 11:1.
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Xiaoxuan Lv, Wei Ren & Yue Xie. (2021) The Effects of Online Feedback on ESL/EFL Writing: A Meta-Analysis. The Asia-Pacific Education Researcher 30:6, pages 643-653.
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Daron Benjamin Loo. (2021) Am I Promoting Feedback Cycle and Sociomaterial Learning?. Issues in Language Studies 10:1, pages 1-19.
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