Yu and Lee investigate L2 learners’ cognition, agency, and engagement with peer feedback in various L2 writing contexts. This book brings together L2 writing practitioners and researchers from various sociocultural backgrounds to discuss, share, and investigate peer feedback in second language writing.
The book offers a wide range of empirical research papers that explore (1) L2 learners’ cognitive processes in peer reviewing, (2) their use and understanding of peer feedback, (3) their engagement with peer feedback, and (4) their feedback literacy. These are investigated in diverse geographical settings, including countries and regions such as the USA, Hong Kong, and Iran, amongst others. The chapters offer new perspectives and evidence on how L2 learners with various backgrounds agentively participate in peer feedback activities in different writing contexts such as creative writing, school writing, and academic writing. Calling more attention to the theoretical perspective that aligns with the learning- oriented paradigm, the editors and contributors comprehensively provide the readers with insight into the roles of learners themselves in shaping the impact of feedback on student learning.
This book is a valuable guide for researchers and postgraduate students in the fields of applied linguistics and language education, as well as a viable resource for writing instructors, especially those that are involved in L2 writing.
Table of Contents:
Introduction: Cognition, agency, and engagement in peer feedback 1. EFL Learners’ use and understanding of peer feedback on letters and poems 2. Advanced L2 peer reviewers’ cognitive processes when evaluating classmates’ writing 3. Enhancing students’ engagement in a peer review activity 4. Investigating Low-Proficiency English Majors’ Dynamic Engagement with Peer Feedback at a Chinese Private University: A Perezhivanie Perspective 5. How University EFL writers perceive and respond to automatic writing evaluation-supported peer feedback: A language mindsets perspective 6. Understanding the non-uptake of peer feedback: Voices from Chinese EFL students in a Sino-US transnational writing activity 7. Assessment criteria for peer assessment of EAP writing 8. Does peer feedback enhance writing performance and foster writing autonomy among EFL writers? 9. Enhancing Student Writing Feedback Literacy through AWE System: Evidence from L2 Classrooms 10. Auto-Peer: A Technology for Facilitating Student Feedback Literacy 11. Generative AI as a ‘Peer’ in EAL Writing Feedback: Cultivating Critical AI Literacy 12. The interplay of student attitudes towards and engagement with peer feedback in an EFL context: A longitudinal case study 13. Student engagement with peer feedback in AI-assisted second language writing: The role of digital and AI literacy 14. A Case Study of L2 Learners’ Engagement with and Perceptions of Peer Feedback 15. Peer Feedback and Learner Cognition in Saudi EFL Writing Contexts: An Empirical Review 16. Learner engagement with iterative peer feedback within a writing task: A case study of Vietnamese EFL university students 17：EFL Learners’ Perceived Engagement with Peer Feedback in ICT-Enhanced Collaborative Writing
About the Author :
Shulin Yu is an Associate Professor in the Faculty of Education at the University of Macau, Macao.
Icy Lee is a Professor of English Language and Literature at the National Institute of Education (NIE), Nanyang Technology University, Singapore.
