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Articles

The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy

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Read on this site (8)

Gary Cheng, Gloria Shu-Mei Chwo & Wing Shui Ng. (2023) Automated tracking of student revisions in response to teacher feedback in EFL writing: technological feasibility and teachers' perspectives. Interactive Learning Environments 31:8, pages 5236-5260.
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Marjan Ebadijalal & Nouroddin Yousofi. (2023) The impact of mobile-assisted peer feedback on EFL learners’ speaking performance and anxiety: does language make a difference?. The Language Learning Journal 51:1, pages 112-130.
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Zhuoying Wang, Fuhui Tong, Haitao Guo & Wenwen Zhang. (2022) Exploring the relationship between Chinese college students’ English learning strategies and their self-efficacy beliefs: A path analysis approach. NABE Journal of Research and Practice 12:2, pages 69-83.
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Evan Ortlieb & Susan Schatz. (2020) Student’s Self-Efficacy in Reading – Connecting Theory to Practice. Reading Psychology 41:7, pages 735-751.
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Marzieh Rafiee & Salman Abbasian-Naghneh. (2020) Willingness to Write (WTW): Development of a model in EFL writing classrooms. Cogent Education 7:1.
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Hassan Banaruee, Omid Khatin-Zadeh & Rachael Ruegg. (2018) Recasts vs. direct corrective feedback on writing performance of high school EFL learners. Cogent Education 5:1.
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Shima Ghahari & Farzaneh Farokhnia. (2017) Triangulation of language assessment modes: learning benefits and socio-cognitive prospects. Pedagogies: An International Journal 12:3, pages 275-294.
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Articles from other publishers (28)

Mátyás Bánhegyi & Balázs Fajt. (2023) Improving University Students’ ESP Writing Skills through a Process-Based Portfolio Approach. Acta Universitatis Sapientiae, Philologica 15:2, pages 56-74.
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Nourollah Zarrinabadi & Mohsen Rezazadeh. (2020) Why only feedback? Including feed up and feed forward improves non-linguistic aspects of L2 writing. Language Teaching Research 27:3, pages 575-592.
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Tuba DEMİRKOL & Hakan DEMİRÖZ. (2023) The effects of implicit CT training on EFL learners’ L2 writing performanceÖrtük eleştirel düşünme öğretiminin yabancı dil olarak İngilizce öğrenenlerin yazma performanslarına etkisi. Cumhuriyet International Journal of Education.
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Di Zou, Haoran Xie & Fu Lee Wang. (2022) Effects of technology enhanced peer, teacher and self-feedback on students’ collaborative writing, critical thinking tendency and engagement in learning. Journal of Computing in Higher Education 35:1, pages 166-185.
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Nagla Ali, Othman Abu Khurma, Ernest Afari & Myint Swe Khine. (2023) The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens. Eurasia Journal of Mathematics, Science and Technology Education 19:3, pages em2233.
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Marta Tecedor. (2023) Digital Storytelling: Changing Learners’ Attitudes and Self-efficacy Beliefs. Applied Linguistics.
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Ali AL GHAITHI & Behnam BEHFOROUZ. (2023) THE EFFECT OF CORRECTIVE FEEDBACK VIA A COMPUTERIZED COURSE ON OMANI EFL LEARNERS` WRITING PERFORMANCE. Turkish Online Journal of Distance Education 24:1, pages 74-87.
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Colin William Campbell & Barney Batista. (2023) To peer or not to peer: A controlled peer-editing intervention measuring writing self-efficacy in South Korean higher education. International Journal of Educational Research Open 4, pages 100218.
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Theresa Ruwe & Elisabeth Mayweg-Paus. (2023) “Your argumentation is good”, says the AI vs humans – The role of feedback providers and personalised language for feedback effectiveness. Computers and Education: Artificial Intelligence 5, pages 100189.
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Yu Zhou, Shulin Yu & Peisha Wu. (2022) Revisiting Praise as Feedback in L2 Writing: Where are we Going?. RELC Journal, pages 003368822211231.
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James Wilby. (2020) Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study. Language Teaching Research 26:5, pages 1010-1033.
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Alyssa Vuogan & Shaofeng Li. (2022) Examining the Effectiveness of Peer Feedback in Second Language Writing: A Meta‐Analysis . TESOL Quarterly.
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Yanhong Shao & Shumin Kang. (2022) The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience. Frontiers in Psychology 13.
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Jochem E.J. Aben, Anneke C. Timmermans, Filitsa Dingyloudi, Mayra Mascareño Lara & Jan-Willem Strijbos. (2022) What influences students' peer-feedback uptake? Relations between error tolerance, feedback tolerance, writing self-efficacy, perceived language skills and peer-feedback processing. Learning and Individual Differences 97, pages 102175.
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Laura Mendoza, Tuula Lehtonen, Sari Lindblom-Ylänne & Heidi Hyytinen. (2022) Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing. System 106, pages 102759.
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Liaw En-Chong. (2021) Effects of Rubric-Based and Detailed Peer Feedback on University-Level English as a Foreign Language Students’ Writing Self-efficacy and Subsequent Revisions不同型態之同儕寫作回饋對於大學生寫作自我效能感與寫作修改之影響. English Teaching & Learning 46:1, pages 59-76.
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Shafaque Fatima, Muhammad Ali & Muhammad Ismail Saad. (2021) The effect of students' conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan. Journal of Applied Research in Higher Education 14:1, pages 180-199.
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Heidi L. Andrade, Susan M. Brookhart & Elie ChingYen Yu. (2021) Classroom Assessment as Co-Regulated Learning: A Systematic Review. Frontiers in Education 6.
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Shulin Yu, Feng Geng, Chunhong Liu & Yao Zheng. (2021) What works may hurt: The negative side of feedback in second language writing. Journal of Second Language Writing 54, pages 100850.
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Sandra Tsui Eu Lam. (2021) A web-based feedback platform for peer and teacher feedback on writing: An Activity Theory perspective. Computers and Composition 62, pages 102666.
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Ying Cui, Christian D. Schunn, Xiaosong Gai, Ying Jiang & Zhe Wang. (2021) Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation. Frontiers in Psychology 12.
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Fangtong Liu, Jianxia Du, Danny Quan Zhou & Bosu Huang. (2021) Exploiting the potential of peer feedback: The combined use of face-to-face feedback and e-feedback in doctoral writing groups. Assessing Writing 47, pages 100482.
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Julie A. Reynolds, Victor Cai, Julia Choi, Sarah Faller, Meghan Hu, Arthi Kozhumam, Jonathan Schwartzman & Ananya Vohra. (2020) Teaching during a pandemic: Using high‐impact writing assignments to balance rigor, engagement, flexibility, and workload. Ecology and Evolution 10:22, pages 12573-12580.
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Mehmet Ali ARICI & Onur DOLEK. (2020) Ortaokul Öğrencilerinin Yazma Özyeterlik Algı Düzeyleri ile Yazma Başarımları Arasındaki İlişkiRelationship Between Writing Self-Efficacy Perception Levels and Writing Performance of Secondary School Students. Ana Dili Eğitimi Dergisi 8:4, pages 1204-1217.
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M. Zeki ÇIRAKLI & Hasan SAĞLAMEL. (2020) An Examination of the Psychology of the Feedback Receiver: The Case of EFL StudentsGeribildirim Alanların Psikolojisinin İncelenmesi: Yabancı Dil Olarak İngilizce Öğrenen Kişiler Örneği. Dil Eğitimi ve Araştırmaları Dergisi 6:2, pages 678-692.
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Stefan RATHERT & Neşe CABAROĞLU. (2020) Impact of bilingual practice on EFL learners’ self-efficacy. Dil ve Dilbilimi Çalışmaları Dergisi 16:2, pages 738-756.
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Shulin Yu, Lianjiang Jiang & Nan Zhou. (2020) Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study. Assessing Writing 44, pages 100451.
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MAN–KIT LEE & MICHAEL EVANS. (2019) Investigating the Operating Mechanisms of the Sources of L2 Writing Self‐Efficacy at the Stages of Giving and Receiving Peer Feedback. The Modern Language Journal 103:4, pages 831-847.
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