Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

A qualitative inquiry into undergraduates’ learning from giving and receiving peer feedback in L2 writing: Insights from a case study
Zhenhao Cao, Shulin Yu, Jing Huang
Studies In Educational Evaluation (2019) Vol. 63, pp. 102-112
Closed Access | Times Cited: 65

Showing 1-25 of 65 citing articles:

Improving student feedback literacy in academic writing: An evidence-based framework
Shulin Yu, Chunhong Liu
Assessing Writing (2021) Vol. 48, pp. 100525-100525
Closed Access | Times Cited: 120
Peer Assessment in Writing Instruction
Shulin Yu
(2024)
Closed Access | Times Cited: 12
Effects of Translanguaging in Online Peer Feedback on Chinese University English-as-a-Foreign-Language Students’ Writing Performance
Peijian Paul Sun, Lawrence Jun Zhang
RELC Journal (2022) Vol. 53, Iss. 2, pp. 325-341
Closed Access | Times Cited: 32
Blended matters: Nurturing critical thinking
Pooja Jaswal, Biswajit Behera
E-Learning and Digital Media (2023) Vol. 21, Iss. 2, pp. 106-124
Closed Access | Times Cited: 17
Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study
Xiaolong Cheng, Lawrence Jun Zhang
Studies In Educational Evaluation (2024) Vol. 81, pp. 101337-101337
Open Access | Times Cited: 7
Improving the understanding of written peer feedback through face-to-face peer dialogue: students’ perspective
Marlies Schillings, Herma Roebertsen, Hans H. C. M. Savelberg, et al.
Higher Education Research & Development (2020) Vol. 40, Iss. 5, pp. 1100-1116
Open Access | Times Cited: 43
The bilateral benefits of providing and receiving peer feedback in academic writing across varying L2 proficiency
Ying Gao, Qi An, Christian D. Schunn
Studies In Educational Evaluation (2023) Vol. 77, pp. 101252-101252
Closed Access | Times Cited: 13
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective
Boning Lyu, Chun Lai
Computer Assisted Language Learning (2022) Vol. 37, Iss. 1-2, pp. 114-148
Closed Access | Times Cited: 19
Valuing students’ mindsets in essay compositions: Active learning and feedback approaches
Aisah Apridayani, Budi Waluyo
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101273-101273
Open Access
“Due to the composition of the feedback, I think it’s a girl”: The effects of gender and peer feedback content on essay revisions and perceptions of peer feedback
José Carlos G. Ocampo, Ernesto Panadero, Iván Sánchez‐Iglesias, et al.
Studies In Educational Evaluation (2025) Vol. 85, pp. 101455-101455
Closed Access
Effect of Peer Feedback Role: Task Performance, Feedback Implementation and Perceptions on Learning and Trust
David P. Zamorano, Ernesto Panadero, Maryam Alqassab, et al.
The Journal of Experimental Education (2025), pp. 1-25
Closed Access
Peer Assessment in Writing Classroom: Exploring its Potential in Developing Students Communication Skills
Maroua Rogti
Journal of Language and Literature Studies (2025) Vol. 5, Iss. 1, pp. 125-137
Closed Access
Pedagogical values of translingual practices in improving student feedback literacy in academic writing
Yachao Sun, Ge Lan, Li Zhang
Assessing Writing (2023) Vol. 56, pp. 100715-100715
Closed Access | Times Cited: 10
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing
Wenlei Zhu, Shulin Yu, Yao Zheng
Assessment & Evaluation in Higher Education (2023) Vol. 48, Iss. 8, pp. 1339-1355
Closed Access | Times Cited: 9
Fostering EFL university students’ motivation and self-regulated learning in writing: A socio-constructivist approach
Min Yang
System (2024) Vol. 124, pp. 103386-103386
Closed Access | Times Cited: 3
Do learners learn from corrective peer feedback? Insights from students
Xue Jiang, Sarah Solomon Ironsi
Studies In Educational Evaluation (2024) Vol. 83, pp. 101385-101385
Closed Access | Times Cited: 3
The effects of gender and training on peer feedback characteristics
José Carlos G. Ocampo, Ernesto Panadero, David P. Zamorano, et al.
Assessment & Evaluation in Higher Education (2023) Vol. 49, Iss. 4, pp. 539-555
Closed Access | Times Cited: 8
Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study
Hui Helen Li, Lawrence Jun Zhang
PLoS ONE (2021) Vol. 16, Iss. 5, pp. e0251569-e0251569
Open Access | Times Cited: 19
Students’ Argumentation Performance in Online Learning Environments: Bridging Culture and Gender
Fatemeh Ranjbaran, Maryam Babaee, Marzieh Parvaneh Akhteh Khaneh, et al.
International Journal of Technology in Education (2023) Vol. 6, Iss. 3, pp. 434-454
Open Access | Times Cited: 7
Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand
Budi Waluyo, Benjamin Panmei
Journal of Technology and Science Education (2024) Vol. 14, Iss. 2, pp. 306-306
Open Access | Times Cited: 2
Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry
Pelin İrgin, Zeynep Bilki
Studies In Educational Evaluation (2024) Vol. 83, pp. 101403-101403
Open Access | Times Cited: 2
Evaluation of the ‘Feedback Engagement Enhancement Tool’ to examine and enhance students’ engagement with feedback on their writing
Fabienne van der Kleij
Studies In Educational Evaluation (2020) Vol. 66, pp. 100907-100907
Closed Access | Times Cited: 20
Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training: the importance of giving feedback
Camila Barahona, Miguél Nussbaum, Vicente Martín, et al.
Educational Technology Research and Development (2022) Vol. 71, Iss. 2, pp. 667-688
Closed Access | Times Cited: 12
Investigating the tensions and negotiations on the site of peer tutoring in second language writing in higher education
Cissy Li
System (2023) Vol. 113, pp. 102980-102980
Closed Access | Times Cited: 5
Learning from reviewing peers’ concept maps in an inquiry context: Commenting or grading, which is better?
Natasha Dmoshinskaia, Hannie Gijlers, Ton de Jong
Studies In Educational Evaluation (2020) Vol. 68, pp. 100959-100959
Open Access | Times Cited: 13
Page 1 - Next Page

Scroll to top