References
- Allen, D., & Katayama, A. (2016). Relative second language proficiency and the giving and receiving of written peer feedback. System, 56, 96–106. https://doi.org/10.1016/j.system.2015.12.002
- Aragao, R. (2011). Beliefs and emotions in foreign language learning. System, 39(3), 302–313.
- . (submitted).
- Berggren, J. (2015). Learning from giving feedback: A study of secondary-level students. ELT Journal, 69(1), 58–70. https://doi.org/10.1093/elt/ccu036
- Brown, A. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93(1), 46–60. https://doi.org/10.1111/j.1540-4781.2009.00827.x
- Chen, T. (2016). Technology-supported peer feedback in ESL/EF writing classes: A research synthesis. Computer Assisted Language Learning, 29(2), 365–397. https://doi.org/10.1080/09588221.2014.960942
- Chen, W., & Yu, S. (2019). Implementing collaborative writing in teacher-centered classroom contexts: Student beliefs and perceptions. Language Awareness, 28, 247-267. https://doi.org/10.1080/09658416.2019.1675680
- Cho, K., & Schunn, C. D. (2007). Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system. Computers & Education, 48, 409–426. https://doi.org/10.1016/j.compedu.2005.02.004
- Cho, Y., & Cho, K. (2010). Peer reviewers learn from giving comments. Instructional Science, 39(5), 629–643. https://doi.org/10.1007/s11251-010-9146-1
- Ciftci, H., & Kocoglu, Z. (2012). Effects of peer e-feedback on Turkish EFL students’ writing performance. Journal of Educational Computing Research, 46(1), 61–84. https://doi.org/10.2190/EC.46.1.c
- Ede, L., & Lunsford, A. A. (2011). Writing together: Collaboration in theory and practice. Bedford/St. Martin’s.
- Gao, Y., Schunn, C. D. D., & Yu, Q. (2019). The alignment of written peer feedback with draft problems and its impact on revision in peer assessment. Assessment & Evaluation in Higher Education, 44(2), 294–308. https://doi.org/10.1080/02602938.2018.1499075
- Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge.
- Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001
- Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
- Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive, and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13, 31–36. https://doi.org/10.1016/j.iheduc.2009.10.002
- Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44. https://doi.org/10.1016/j.jslw.2015.08.002
- Hilliard, L., & Stewart, M. (2019). Time well spent: Creating a community of inquiry in blended first-year writing courses. The Internet and Higher Education, 41, 11–24. https://doi.org/10.1016/j.iheduc.2018.11.002
- Hu, G. (2005). Using peer review with Chinese ESL writers. Language Teaching Research, 9(3), 321–342. https://doi.org/10.1191/1362168805lr169oa
- Hyland, F. (2003). Focus on form: Student engagement with teacher feedback. System, 31, 217–230. https://doi.org/10.1016/S0346-251X(03)00021-6
- Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Springer.
- Lee, I., & Mak, P. (2018). Metacognition and metacognitive instruction in second language writing classrooms. TESOL Quarterly, 52(4), 1085–1097. https://doi.org/10.1002/tesq.436
- Lee, M. K., & Evans, M. (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, 831–847. https://doi.org/10.1111/modl.12598
- Li, H., Xiong, Y., Zang, X., Kornhaber, M. L., Lyu, Y., Chung, K. S., & Suen, H. K. (2016). Peer assessment in the digital age: A meta-analysis comparing peer and teacher ratings. Assessment & Evaluation in Higher Education, 41(2), 245–264. https://doi.org/10.1080/02602938.2014.999746
- Liu, J., & Hansen Edwards, J. G. (2018). Peer response in second language writing classrooms (2nd ed.). The University of Michigan Press.
- Lomicka, L., & Lord, G. (2012). A tale of tweets: Analyzing microblogging among language learners. System, 40, 48–63. https://doi.org/10.1016/j.system.2011.11.001
- Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 30–43. https://doi.org/10.1016/j.jslw.2008.06.002
- Ma, Q. (2020). Examining the role of inter-group peer online feedback on wiki writing in an EAP context. Computer Assisted Language Learning, 33(3), 197–216. https://doi.org/10.1080/09588221.2018.1556703
- Ma, Z., Wang, J., Wang, Q., Kong, L., Wu, Y., & Yang, H. (2017). Verifying causal relationships among the presences of community of inquiry framework in the Chinese context. International Review of Research in Open and Distributed Learning, 18(6), 213–226.
- Man, D., Xu, Y., & O’Toole, J. (2018). Understanding autonomous peer feedback practices among postgraduate students: A case study in a Chinese university. Assessment & Evaluation in Higher Education, 43(4), 527–536. https://doi.org/10.1080/02602938.2017.1376310
- Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.
- Min, H. T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15(2), 118–141. https://doi.org/10.1016/j.jslw.2006.01.003
- Mulder, R., Baik, C., Naylor, R., & Pearce, J. (2013). How does student peer review influence perceptions, engagement and academic outcomes? A case study. Assessment & Evaluation in Higher Education, 39(6), 657–677. https://doi.org/10.1080/02602938.2013.860421
- Neumann, H., & McDonough, K. (2014). Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context. Journal of English for Academic Purposes, 15, 14–26. https://doi.org/10.1016/j.jeap.2014.05.002
- Nicol, D. (2009). Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335–352. https://doi.org/10.1080/02602930802255139
- Nicol, D., & McCallum, S. (2021). Making internal feedback explicit: Exploiting the multiple comparisons that occur during peer review. Assessment & Evaluation in Higher Education. Advance online publication. https://doi.org/10.1080/02602938.2021.1924620
- Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102–122. https://doi.org/10.1080/02602938.2013.795518
- Patchan, M. M., Schunn, C. D., & Correnti, R. J. (2016). The nature of feedback: How peer feedback features affect students’ implementation rate and quality of revisions. Journal of Educational Psychology, 108(8), 1098–1120. https://doi.org/10.1037/edu0000103
- Schunn, C. D., & Wu, Y. (2019). The learning science of multi-peer feedback for EFL students. Technology Enhanced Foreign Language Education, 189, 13–21.
- Sommers, J. (2011). Reflection revisited: The class collage. Journal of Basic Writing, 30(1), 99–129. https://doi.org/10.37514/JBW-J.2011.30.1.05
- Storch, N., & Wigglesworth, G. (2010). Students’ engagement with feedback on writing: The role of learner beliefs. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 166–185). Oxford University Press.
- Swan, K., Garrison, D. R., & Richardson, J. (2009). A constructivist approach to online learning: The community of inquiry framework. In C. R. Payne (Ed.), Information technology and constructivism in higher education: Progressive learning frameworks (pp. 43–57). IGI Global.
- Van Popta, E., Kral, M., Camp, G., Martens, R. L., & Simons, P. R.-J. (2017). Exploring the value of peer feedback in online learning for the provider. Educational Research Review, 20, 24–34. https://doi.org/10.1016/j.edurev.2016.10.003
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Williams, M., & Burden, R. L. (1999). Psychology for language teachers: A social constructivist approach. Cambridge University Press.
- Wu, W. V., Petit, E., & Chen, C. (2015). EFL writing revision with blind expert and peer review using a CMC open forum. Computer Assisted Language Learning, 28(1), 58–80. https://doi.org/10.1080/09588221.2014.937442
- Wu, Z. (2019). Lower English proficiency means poorer feedback performance? A mixed-methods study. Assessing Writing, 41, 14–24. https://doi.org/10.1016/j.asw.2019.05.001
- Yang, Y.-F. (2011). A reciprocal peer review system to support college students’ writing. British Journal of Educational Technology, 42(4), 687–700. https://doi.org/10.1111/j.1467-8535.2010.01059.x
- Yang, Y.-F. (2016). Transforming and constructing academic knowledge through online peer feedback in summary writing. Computer Assisted Language Learning, 29(4), 683–702. https://doi.org/10.1080/09588221.2015.1016440
- Yu, S. (2021). Giving genre-based peer feedback in academic writing: Sources of knowledge and skills, difficulties and challenges. Assessment & Evaluation in Higher Education, 46(1), 36–53. https://doi.org/10.1080/02602938.2020.1742872
- Yu, S., & Lee, I. (2016). Exploring Chinese students’ strategy use in a cooperative peer feedback writing group. System, 58, 1–11. https://doi.org/10.1016/j.system.2016.02.005
- Zaccaron, R., & Xhafaj, D. (2020). Knowing me, knowing you: A comparative study on the effects of anonymous and conference peer feedback on the writing of learners of English as an additional language. System, 95, 1–13. https://doi.org/10.1016/j.system.2020.102367
- Zhang, Y., Yu, S., & Yuan, K. (2018). Understanding Master’s Students’ peer feedback practices from academic discourse community perspective: A rethinking of postgraduate pedagogies. Teaching in Higher Education, 25(2), 126–140. https://doi.org/10.1080/13562517.2018.1543261
- Zou, Y., Schunn, C. D., Wang, Y., & Zhang, F. (2018). Student attitudes that predict participation in peer assessment. Assessment & Evaluation in Higher Education, 43(5), 800–811. https://doi.org/10.1080/02602938.2017.1409872