Shulin Yu

TL;DR: The authors explored how 12 Chinese lower-proficiency students engaged affectively, behaviourally and cognitively with teacher written corrective feedback (WCF) in EFL writing classes and found that while the participants' affective engagement was relatively positive, their behavioural and cognitive engagement was not extensive in a sense that their behavioural engagement did not necessarily result in greater language accuracy.

TL;DR: A review of peer feedback in second language (L2) writing can be found in this paper, where the authors provide a critical interpretation of existing peer feedback research and discuss seven important themes emerging from the literature, that is, the effectiveness of the peer feedback compared with teacher and self-feedback, benefits of the feedback for feedback-givers, computer-mediated peer feedback, peer feedback training, student stances and motives, peer interaction and group dynamics, and cultural issues in peer feedback.

TL;DR: This article investigated two Chinese university students' motives for participating in group peer feedback activities in the EFL (English as a foreign language) writing classroom and found that student motives could have direct influence on students' participation in group feedback activities and their subse...

TL;DR: In this article, a case study explores the peer feedback strategies adopted by four Chinese EFL learners from an Activity Theory perspective, showing that students as agents of the activity employ these strategies to facilitate their group interaction.

TL;DR: In this article, a case study examines two Chinese EFL university students' peer feedback practices and the factors influencing their feedback practices, finding that the students took markedly different approaches when responding to their peers' writing.