References
- Bai, B. 2014. “Enhancing In-service Teachers’ Professional Learning through a School-based Professional Development Programme in Hong Kong.” Journal of Education for Teaching 40 (4): 434–436. doi:10.1080/02607476.2014.929380.
- Boud, D., and H. Holmes. 1995. “Self and Peer Marking in a Large Technical Subject.” In Enhancing Learning through Self-assessment, edited by D. Boud, 63–78. London: Kogan Page.
- Hu, G., and S. Lam. 2010. “Issues of Cultural Appropriateness and Pedagogical Efficacy: Exploring Peer Review in a Second Language Writing Class.” Instructional Science 38 (4): 371–394. doi:10.1007/s11251-008-9086-1.
- Min, H. T. 2005. “Training Students to Become Successful Peer Reviewers.” System 33 (2): 293–308. doi:10.1016/j.system.2004.11.003.
- Ning, X. 2012. “高校英语教师专业发展研究.” [Research on Professional Development of College English Teachers].” Journal of Shanxi Finance and Economics University 34 (4): 165–167.
- OECD. 1997. Staying Ahead: In-service Training and Teacher Professional Development. Paris: Centre for Educational Research and Innovation, OECD.
- Tsui, A. B. M., and M. Ng. 2000. “Do Secondary L2 Writers Benefit from Peer Comments?” Journal of Second Language Writing 9 (2): 147–170. doi:10.1016/S1060-3743(00)00022-9.
- Vasu, K., H. L. Chai, and V. Nimehchisalem. 2016. “Malaysian Tertiary Level ESL Students’ Perceptions toward Teacher Feedback, Peer Feedback and Self-assessment in Their Writing.” International Journal of Applied Linguistics and English Literature 5 (5): 158–170. doi:10.7575/aiac.ijalel.v.5n.5p.158.