Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective
Abstract
While the last three decades have witnessed a growing body of research on peer feedback in first language (L1) and second language (L2) writing, research about students’ motives for participating in group peer feedback has remained underexplored. In order to fill this important gap, this case study, guided by the constructs of activity and motive in activity theory, investigates two Chinese university students’ motives for participating in group...
Paper Details
Title
Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective
Published Date
Jul 30, 2014
Journal
Volume
19
Issue
5
Pages
572 - 593
Citation AnalysisPro
You’ll need to upgrade your plan to Pro
Looking to understand the true influence of a researcher’s work across journals & affiliations?
- Scinapse’s Top 10 Citation Journals & Affiliations graph reveals the quality and authenticity of citations received by a paper.
- Discover whether citations have been inflated due to self-citations, or if citations include institutional bias.
Notes
History