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Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback?
Yu, Shulin; Hu, Guangwei
2017-02
Source PublicationTEACHING IN HIGHER EDUCATION
ISSN1356-2517
Volume22Issue:2Pages:178-192
AbstractInformed by Vygotsky's conceptualization of the Zone of Proximal Development, this case study investigated the benefits of peer feedback on second language (L2) writing for students with high L2 proficiency and the factors that may influence their learning in peer feedback in the Chinese English-as-a-foreign-language context. Specifically, the study examined whether, what, and how higher-proficiency (HP) English learners can learn when they collaborate with their lower-proficiency counterparts. Analyses of multiple sources of data - video-recordings of peer feedback sessions, interviews, stimulated recalls, and drafts of student texts - revealed that while group peer feedback in the writing classroom can provide learning opportunities for HP students, their learning can be influenced by several factors, including their beliefs about peer feedback, motives and goals for peer feedback, and medium of group discussion. Implications are drawn from these findings for peer feedback practice and research in L2 writing.
KeywordPeer feedback second language proficiency second language writing zone of proximal development
DOI10.1080/13562517.2016.1221806
URLView the original
Indexed BySSCI
Language英语
WOS Research AreaEducation & Educational Research
WOS SubjectEducation & Educational Research
WOS IDWOS:000392823900004
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
The Source to ArticleWOS
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Cited Times [WOS]:19   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
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GB/T 7714
Yu, Shulin,Hu, Guangwei. Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback?[J]. TEACHING IN HIGHER EDUCATION,2017,22(2):178-192.
APA Yu, Shulin,&Hu, Guangwei.(2017).Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback?.TEACHING IN HIGHER EDUCATION,22(2),178-192.
MLA Yu, Shulin,et al."Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback?".TEACHING IN HIGHER EDUCATION 22.2(2017):178-192.
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