Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing contextLili Tian, Yu Zhou2020-04-01articleSystem211 citationsclosedNo readable copy stored yet — this record is metadata only.EFL/ESL Teaching and LearningStudent Assessment and FeedbackEnglish Language Learning and TeachingAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 211 citations exist upstream.References1978Mind in Society: The Development of Higher Psychological Processes1994Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development2006A comparative study of peer and teacher feedback in a Chinese EFL writing class1997The Influence of Teacher Commentary on Student Revision2018Student engagement with teacher and automated feedback on L2 writing1981Analyzing Revision2011Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing2015Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroomCited by2024Graduate students’ use of ChatGPT for academic text revision: Behavioral, cognitive, and affective engagement2022A review of AWE feedback: types, learning outcomes, and implications2024Can ChatGPT effectively complement teacher assessment of undergraduate students’ academic writing?2020Computer-assisted EFL writing and evaluations based on artificial intelligence: a case from a college reading and writing course2025Investigating students’ uptake of teacher- and ChatGPT-generated feedback in EFL writing: a comparison study2021How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL Students’ Writing2023Using automated corrective feedback tools in language learning: a review study2021Teachers in automated writing evaluation (AWE) system-supported ESL writing classes: Perception, implementation, and influence