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Learning from giving peer feedback on postgraduate theses: Voices from Master's students in the Macau EFL context
Yu,Shulin
2019-04-01
Source PublicationAssessing Writing
ISSN10752935
Volume40Pages:42-52
AbstractAlthough peer feedback has received increasing attention from academic writing instructors and thesis supervisors in most recent years, we know little about postgraduate students’ perceptions and experiences of learning (if any) from providing feedback on thesis/dissertation writing. Drawing upon multiple sources of data including thesis drafts (original, revised and finalised theses), written peer feedback, semi-structured interview and stimulated recall, this case study investigates how and the extent to which seven Master's students benefited from providing feedback on their peers’ theses in the Macau EFL context. The data analysis revealed four themes of student learning from providing peer feedback: (1) raising awareness of the thesis/dissertation genre, (2) improving academic writing skills, (3) becoming a more skilful learner by seeking external assistance, and (4) becoming a more reflective and critical academic writer. The findings can further our understanding of the potential learning opportunities derived from providing peer feedback on academic theses.
KeywordAcademic theses Academic writing EFL context Higher education Peer assessment
DOI10.1016/j.asw.2019.03.004
URLView the original
Language英语
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Cited Times [WOS]:3   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
AffiliationFaculty of Education,University of Macau,,Taipa,China
First Author AffilicationFaculty of Education
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GB/T 7714
Yu,Shulin. Learning from giving peer feedback on postgraduate theses: Voices from Master's students in the Macau EFL context[J]. Assessing Writing,2019,40:42-52.
APA Yu,Shulin.(2019).Learning from giving peer feedback on postgraduate theses: Voices from Master's students in the Macau EFL context.Assessing Writing,40,42-52.
MLA Yu,Shulin."Learning from giving peer feedback on postgraduate theses: Voices from Master's students in the Macau EFL context".Assessing Writing 40(2019):42-52.
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