F
Fiona Hyland
Researcher at University of Hong Kong
Publications - 32
Citations - 4086
Fiona Hyland is an academic researcher from University of Hong Kong. The author has contributed to research in topics: Peer feedback & Corrective feedback. The author has an hindex of 19, co-authored 32 publications receiving 3593 citations. Previous affiliations of Fiona Hyland include Open University of Hong Kong & Open University.
Papers
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Journal ArticleDOI
Feedback on second language students' writing
Ken Hyland,Fiona Hyland +1 more
TL;DR: The authors examine the role of feedback in writing instruction and discuss current issues relating to teacher written and oral feedback, collaborative peer feedback and computer-mediated feedback, and discuss the current issues related to teacher and student feedback.
Journal ArticleDOI
Sugaring the Pill: Praise and Criticism in Written Feedback.
Fiona Hyland,Ken Hyland +1 more
TL;DR: A detailed text analysis of the written feedback given by two teachers to ESL students over a complete proficiency course is offered, considering this feedback in terms of its functions as praise, criticism, and suggestions.
Journal ArticleDOI
The impact of teacher written feedback on individual writers
TL;DR: This article investigated ESL writers' reactions to and uses of written feedback using a case study approach and a variety of data sources including observation notes, interview transcripts and written texts, overall findings on six students' use of teacher written feedback throughout a course will be briefly discussed.
Journal ArticleDOI
Focusing on form: student engagement with teacher feedback
TL;DR: Analysis of teacher feedback and student revision in two academic writing classes suggests that despite the teachers’ beliefs and teaching approaches, language accuracy was a very important focus for their feedback.
Book
Feedback in Second Language Writing: Contexts and Issues
Ken Hyland,Fiona Hyland +1 more
TL;DR: This work focuses on feedback in the context of second language writers' submissions to academic journals and on students initiating feedback, which has the potential of social media.