Introduction: Cognition, agency, and engagement in peer feedback 1. EFL Learners’ use and understanding of peer feedback on letters and poems, Huahui Zhao 2. Advanced L2 peer reviewers’ cognitive processes when evaluating classmates’ writing, Alireza Memari Hahnajni 3. Enhancing students’ engagement in a peer review activity, Neomy Storch 4. Investigating Low-Proficiency English Majors’ Dynamic Engagement with Peer Feedback at a Chinese Private University: A Perezhivanie Perspective, Jinfen Xu and Zaibo Long 5. How University EFL writers perceive and respond to automatic writing evaluation-supported peer feedback: A language mindsets perspective, Nancy Songdan Guo and Yuan Yao 6. Understanding the non-uptake of peer feedback: Voices from Chinese EFL students in a Sino-US transnational writing activity, Zhiwei Wu 7.Assessment criteria for peer assessment of EAP writing, Rachael Ruegg, Pansa Prommas, Aynur Ismayilli Karakoç and Zhenhao Cao 8.Does peer feedback enhance writing performance and foster writing autonomy among EFL writers?, Nuwar Mawlawi Diab and Jihan Khalifeh Mohamad 9. Enhancing Student Writing Feedback Literacy through AWE System: Evidence from L2 Classrooms, Fan Yang, Kangxi Li and Yushuang Zhu 10.Auto-Peer: A Technology for Facilitating Student Feedback Literacy, Philip M. McCarthy, Ayah Al-Harthy, Kristen Doyle Highland and Huda Mollaei 11. Generative AI as a ‘Peer’ in EAL Writing Feedback: Cultivating Critical AI Literacy, Yachao Sun 12. The interplay of student attitudes towards and engagement with peer feedback in an EFL context: A longitudinal case study, Fuhui Zhang and Christian Schunn 13. Student engagement with peer feedback in AI-assisted second language writing: The role of digital and AI literacy, Victor Zhe Zhang 14. A Case Study of L2 Learners’ Engagement with and Perceptions of Peer Feedback, Hooman Saeli, Payam Rahmati and Svetlana Koltovskaia 15. Peer Feedback and Learner Cognition in Saudi EFL Writing Contexts: An Empirical Review, Asma Alsahil 16. Learner engagement with iterative peer feedback within a writing task: A case study of Vietnamese EFL university students, Long Quoc Nguyen, Bao Trang Thi Nguyen and Huy Van Nguyen 17. EFL Learners’ Perceived Engagement with Peer Feedback in ICT-Enhanced Collaborative Writing, Nguyen Thi Thanh Ha and Pham Thi Hong Nhung
Biography
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.
