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Social-Cognitive Dimensions of Interaction in L2 Peer Revision

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References

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323 cited

1988Writing Groups: History, Theory, and Implications319 cited

Cited by

1998A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyond.318 cited
2009Issues of cultural appropriateness and pedagogical efficacy: exploring peer review in a second language writing class182 cited
2011THE EFFECTIVENESS OF FEEDBACK FOR L1‐ENGLISH AND L2‐WRITING DEVELOPMENT: A META‐ANALYSIS175 cited
2013Is training student reviewers worth its while? A study of how training influences the quality of students’ feedback and writing162 cited
2008Peer–Peer Interaction between L2 Learners of Different Proficiency Levels: Their Interactions and Reflections145 cited
2013Students’ perceptions of rubric-referenced peer feedback on EFL writing: A longitudinal inquiry138 cited
2004Revision Cognitive and Instructional Processes132 cited
2017Synchronous web-based collaborative writing: Factors mediating interaction among second-language writers128 cited
2009The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL124 cited
2004Private speech: a study of language for thought in the collaborative interaction of language learners123 cited
2002Relationships formed in dyadic interaction and opportunity for learning120 cited
2012Functions of L1 in the collaborative interaction of beginning and advanced second language learners117 cited
2006Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback106 cited
2013An Emergent Perspective on the Use of the First Language in the English‐as‐a‐Foreign‐Language Classroom105 cited
2014An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing100 cited
2014Exploring L2 writers' collaborative revision interactions and their writing performance96 cited