From a positive psychology perspective, this case study explores learners' academic emotions in giving and receiving peer feedback on second language writing and the possible influences of emotions on learners' uptake of peer feedback. The data were collected from five undergraduates at a Chinese university, including semi-structured interviews,…

While there is no lack of research on student engagement with feedback obtained from teachers, peers, or computers in higher education, scholars have conducted much less research on novice researchers' engagement with reviewers' feedback on the manuscripts submitted for publication purposes. This study examines how two PhD students engaged with…

Following a sociocultural perspective, this vignette-based study explored Chinese master's students' emotions and emotion-regulation strategies in supervisor writing feedback situations. An instrument contained 17 vignettes was developed, validated and administered among 189 participants. Individual interviews with five participants were also…

While automated feedback is becoming readily accessible to student writers, how students employ resources and strategies to use such feedback remains largely unexplored. Informed by activity theory and the construct of appropriation, this study conceptualizes students' use of automated feedback as social appropriation mediated by resources and…

Although a number of studies have examined EFL teachers' beliefs of feedback on student writing, few have investigated teachers' feedback beliefs about student oral activities like oral presentations. To fill this research gap, this study explores three experienced EFL teachers' beliefs about feedback on oral presentations in terms of the nature,…

This case study shows how three Master's students engage affectively, behaviourally and cognitively with supervisor feedback on thesis drafts. The data sources are students' drafts, supervisor's oral and written feedback, and student interviews. Six themes of student engagement are identified in the data, namely (1) "gaining reassurance from…

While research on written corrective feedback (WCF) has proliferated over the past three decades, scant attention has been paid to how lower-proficiency (LP) students engage with teacher WCF in specific contexts and why they (dis)engage in the ways they do. This case study explored two Chinese LP students' engagement with teacher WCF in English…

While research on written corrective feedback (WCF) in second language education has proliferated over the past two decades, only limited information is available on the role of WCF in training translators and how WCF is used and implemented in translation classrooms. To fill this gap, this classroom-based case study examined the nature of a…

This case study examines postgraduate students' practices, sources of knowledge, and difficulties and challenges in regard to providing genre-based peer feedback on their peers' academic writing at a research-oriented university in Macau. The analysis of multiple sources of data including the students' written feedback on their peers' thesis…

While recent research has highlighted the increasing importance of peer feedback as a supplementary pedagogy to supervision in higher education academic contexts, little is known regarding whether and how peer feedback can induct research students into the academic discourse community. Underpinned by the academic discourse community theory, this…

The unexpected COVID-19 pandemic posed significant challenges to teachers' feedback-giving practice. This study reports on an inquiry into 16 Chinese EFL teachers' feedback changes during the pandemic, with a focus on whether and how the teachers changed their feedback practice when a range of digital assessment tools and online instructional…

This case study investigated students' response to feedback in the lens of student engagement with teacher feedback on their translation work. Drawing upon data from multiple sources, including students' translation assignments, classroom observations, semi-structured interviews, stimulated recalls, and other documents, it explored how three…

While research on peer feedback in second language (L2) writing at university/college level has proliferated, scholars have conducted less research on peer feedback in L2 academic and scholarly writing. Drawing upon multiple sources of data including semi-structured interviews, stimulated recalls, online interviews via WeChat, first and revised…

While a number of previous studies have examined the effects and benefits of computer-mediated communication (CMC) peer feedback, little research has taken an action research approach to track the process of EFL students' learning in CMC peer feedback. In this article, we describe an action research project conducted with 26 second-year students…

Previous research has revealed that teacher feedback encourages students' learning of a second language and improves task performance. While former quasi-experimental studies emphasized the positive effects of formative assessment and feedback by teachers on developing oral presentation competence, it remains unclear about the processes during…