Adekola, B. O., & Lawal, O. F. (2017). Assessing punctuation errors made by secondary school students in English language comprehension in Ogun State, Nigeria. International Journal of English Language Teaching, 4(2), 39-44. https://doi.org/10.5430/ijelt.v4n2p39

AlBakri, S. (2016). Written corrective feedback: Teachers' beliefs, practices, and challenges in an Omani context. Arab Journal of Applied Linguistics, 1(1), 44-73. https://www.arjals.com/ajal/article/view/44

Al-Jarf, R. (2010). Spelling error corpora in EFL. Sino-US English Teaching, 7(11), 6-15.  

Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102-118. https://doi.org/10.1016/j.jslw.2007.11.004

Bitchener, J. (2009). Measuring the effectiveness of written corrective feedback: A response to "Overgeneralization from a narrow focus: A response to Bitchener (2008)”. Journal of Second Language Writing, 18(4), 276-279. https://doi.org/10.1016/j.jslw.2009.06.001

Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge.   

Bitchener, J., & Knoch, U. (2009). The contribution of written corrective feedback to language development: A ten-month investigation. Applied Linguistics, 31(2), 193-214. https://doi.org/10.1093/applin/amp016

Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191-205. https://doi.org/10.1016/j.jslw.2005.08.001

Boon, S. I. (2015). The role of training in improving peer assessment skills amongst year six pupils in primary school writing: An action research enquiry. Education 3-13, 43(6), 666-682. https://doi.org/10.1080/03004279.2013.856930

Brown, D. (2012). The written corrective feedback debate: Next steps for classroom teachers and practitioners. TESOL Quarterly, 46(4), 861-867. https://doi.org/10.1002/tesq.63  

Bursuck, W. D., & Damer, M. (2010). Reading instruction for students who are at risk or have disabilities (2nd ed.). Pearson.  

Cheng, X., & Zhang, L. J. (2024). Engaging secondary school students with peer feedback in L2 writing classrooms: A mixed-methods study. Studies in Educational Evaluation, 81, Article 101337. https://doi.org/10.1016/j.stueduc.2024.101337

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge.  

Connor, U., & Asenavage, K. (1994). Peer response groups in ESL writing classes: How much impact on revision? Journal of Second Language Writing, 3(3), 257-276. https://doi.org/10.1016/1060-3743(94)90019-1

Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson.

Cui, Y., Schunn, C. D., Gai, X., Jiang, Y., & Wang, Z. (2021). Effects of trained peer vs. teacher feedback on EFL students' writing performance, self-efficacy, and internalization of motivation. Frontiers in Psychology, 12, Article 788474. https://doi.org/10.3389/fpsyg.2021.788474

Dawson, P., Yan, Z., Lipnevich, A., Tai, J., Boud, D., & Mahoney, P. (2023). Measuring what learners do in feedback: The feedback literacy behaviour scale. Assessment and Evaluation in Higher Education, 49(3), 348-362. https://doi.org/10.1080/02602938.2023.2240983  

Diab, N. M. (2010). Effects of peer versus self-editing on students' revision of language errors in revised drafts. System, 38(1), 85-95. https://doi.org/10.1016/j.system.2009.12.008

Elfiyanto, S., & Fukazawa, S. (2020). Effect of teacher and peer written corrective feedback on writing components in EFL classrooms. Journal of English Educators Society, 5(2), 185-191. https://doi.org/10.21070/jees.v5i2.826

Eslami, E. (2014). The effects of direct and indirect corrective feedback techniques on EFL students' writing. Procedia - Social and Behavioral Sciences, 98, 445-452. https://doi.org/10.1016/j.sbspro.2014.03.438

Ferris, D. R. (2011). Treatment of error in second language student writing (2nd ed.). The University of Michigan Press. https://doi.org/10.3998/mpub.2173290

Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-184. https://doi.org/10.1016/S1060-3743(01)00039-X

Frodesen, J., & Holten, C. (2003). Grammar and the ESL writing class. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 141-161). Cambridge University Press. https://doi.org/10.1017/CBO9781139524810.011

Gielen, S., Tops, L., Dochy, F., Onghena, P., & Smeets, S. (2010). A comparative study of peer and teacher feedback and various peer feedback forms in a secondary school writing curriculum. British Educational Research Journal, 36(1), 143-162. https://doi.org/10.1080/01411920902894070

Gonzalez-Torres, P., & Sarango, C. (2023). Effectiveness of teacher and peer feedback in EFL writing: A case of high school students. International Journal of Learning, Teaching and Educational Research, 22(4), 73-86. https://doi.org/10.26803/ijlter.22.4.5

Haddadian, G. (2024). Comparing the effects of teacher feedback, automated feedback, and integrative feedback on EFL learners' writing accuracy and writing apprehension. Computer Assisted Language Learning Electronic Journal, 25(3), 124-147. https://callej.org/index.php/journal/article/view/436

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/0034654302984

Hayes, J. R., Flower, L., Schriver, K. A., Stratman, J. F., & Carey, L. (1987). Cognitive processes in revision. In S. Rosenberg (Ed.), Advances in applied psycholinguistics: Volume 2. Reading, writing, and language learning (pp. 176-240). Cambridge University Press.

Hu, G. (2005). Using peer review with Chinese ESL student writers. Language Teaching Research, 9(3), 321-342. https://doi.org/10.1191/1362168805lr169oa

Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10(3), 185-212. https://doi.org/10.1016/S1060-3743(01)00038-8

Hyland, K., & Hyland, F. (2006a). Interpersonal aspects of response: Constructing and interpreting teacher written feedback. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 206-224). Cambridge University Press. https://doi.org/10.1017/CBO9781139524742.013

Hyland, K., & Hyland, F. (2006b). Feedback on second language students' writing. Language Teaching, 39(2), 83-101. https://doi.org/10.1017/S0261444806003399

Johnson, R. B., & Christensen, L. B. (2019). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications.  

Kamimura, T. (2006). Effects of peer feedback on EFL student writers at different levels of English proficiency: A Japanese context. TESL Canada Journal, 23(2), 12-39. https://doi.org/10.18806/tesl.v23i2.53

Kaufman, J. H., & Schunn, C. D. (2011). Students' perceptions about peer assessment for writing: Their origin and impact on revision work. Instructional Science, 39, 387-406. https://doi.org/10.1007/s11251-010-9133-6

Khan, I. A. (2011). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia. Educational Research, 2(7), 1248-1257. https://bit.ly/3YnsU10

Khuwaileh, A. A., & Al Shoumali, A. (2000). Writing errors: A study of the writing ability of Arab learners of academic English and Arabic at university. Language Culture and Curriculum, 13(2), 174-183. https://doi.org/10.1080/07908310008666597

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

Law, V., Ge, X., & Huang, K. (2020). Understanding learners' challenges and scaffolding their ill-structured problem solving in a technology-supported self-regulated learning environment. In M. J. Bishop, E. Boling, J. Elen, & V. Svihla (Eds.), Handbook of research in educational communications and technology: Learning design (5th ed., pp. 321-343). Springer. https://doi.org/10.1007/978-3-030-36119-8_14

Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312. https://doi.org/10.1016/j.jslw.2004.08.001

Lee, I. (2018). Teachers' frequently asked questions about focused written corrective feedback. TESOL Journal, 10(3), Article e00427. https://doi.org/10.1002/tesj.427

Li, M. (2009). Adopting varied feedback modes in the EFL writing class. US-China Foreign Language, 7(1), 60-63.   

Liu, J., & Edwards, J. G. H. (2002). Peer response in second language writing classrooms. The University of Michigan Press.  

Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 30-43. https://doi.org/10.1016/j.jslw.2008.06.002

McMartin-Miller, C. (2014). How much feedback is enough? Instructor practices and student attitudes toward error treatment in second language writing. Assessing Writing, 19, 24-35. https://doi.org/10.1016/j.asw.2013.11.003

Min, H.-T. (2006). The effects of trained peer review on EFL students' revision types and writing quality. Journal of Second Language Writing, 15(2), 118-141. https://doi.org/10.1016/j.jslw.2006.01.003

Moats, L. C. (2005). How spelling supports reading and why it is more regular and predictable than you may think. American Educator, 6, 12-43. https://bit.ly/3EiT8ej

Moluayonge, G. E., & Park, I. (2017). Effect of challenges with class size, classroom management and availability of instructional resources on science teachers' teaching practices in secondary schools. Journal of Science Education, 41(1), 135-151. https://doi.org/10.21796/jse.2017.41.1.135

Nabei, T., & Swain, M. (2002). Learner awareness of recasts in classroom interaction: A case study of an adult EFL student's second language learning. Language Awareness, 11(1), 43-63. https://doi.org/10.1080/09658410208667045

Narciss, S. (2008). Feedback strategies for interactive learning tasks. In D. Jonassen, J. Spector, M. D. Merrill, J. Van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 125-143). Routledge.   

Nassaji, H., & Kartchava, E. (2017). The role of corrective feedback: Theoretical and pedagogical perspectives. In H. Nassaji, & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. ix-xv). Routledge.   

Okyere, B. A., Heron, T. E., & Goddard, Y. (1997). Effects of self-correction on the acquisition, maintenance, and generalisation of the written spelling of elementary school children. Journal of Behavioral Education, 7, 51-69. https://doi.org/10.1023/A:1022889303810

Patchan, M. M., & Schunn, C. D. (2016). Understanding the effects of receiving peer feedback for text revision: Relations between author and reviewer ability. Journal of Writing Research, 8(2), 227-265. https://doi.org/10.17239/jowr-2016.08.02.03

Philippakos, Z. A. (2017). Giving feedback: Preparing students for peer review and self-evaluation. The Reading Teacher, 71(1), 13-22. https://doi.org/10.1002/trtr.1568

Qi, D. S., & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10(4), 277-303. https://doi.org/10.1016/S1060-3743(01)00046-7

Rahimi, M. (2013). Is training student reviewers worth its while? A study of how training influences the quality of students' feedback and writing. Language Teaching Research, 17(1), 67-89. https://doi.org/10.1177/13621688124591

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press. https://doi.org/10.1017/CBO9780511667190

Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30. https://doi.org/10.1093/elt/cci003

Rosen, A. M. (2019). Effective research methods for any project: Course guidebook. The Great Courses. https://bit.ly/4dsVJPS

Ruegg, R. (2010). Aspects affecting confidence in writing. Studies in Linguistics and Language Teaching, 21(21), 123-135. https://bit.ly/3XRNsPc

Ruegg, R. (2014). The effect of peer and teacher feedback on changes in EFL students' writing self-efficacy. The Language Learning Journal, 46(2), 87-102. https://doi.org/10.1080/09571736.2014.958190

Ruegg, R. (2017). Learner revision practices and perceptions of peer and teacher feedback. Writing and Pedagogy, 9(2), 275-300. https://doi.org/10.1558/wap.33157

Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37(4), 556-569. https://doi.org/10.1016/j.system.2009.09.002

Srichanyachon, N. (2012). An investigation of university EFL students' attitudes toward peer and teacher feedback. Educational Research and Reviews, 7(26), 558-562. https://bit.ly/4cmlgJY

Susanto, S., Assalma, O. H., & Soengkono, N. (2019). The effect of peer feedback on students' writing anxiety and students' writing ability. Asian EFL Journal, 26(6.2), 63-82.  

Truscott, J. (2007). The effect of error correction on learners' ability to write accurately. Journal of Second Language Writing, 16(4), 255-272. https://doi.org/10.1016/j.jslw.2007.06.003

Tsui, A. B. M., & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9(2), 147-170. https://doi.org/10.1016/S1060-3743(00)00022-9

Van Steendam, E., Rijlaarsdam, G., Sercu, L., & Van den Berg, H. (2010). The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL. Learning and Instruction, 20(4), 316-327. https://doi.org/10.1016/j.learninstruc.2009.08.009

Williams, J. (2012). The potential role(s) of writing in second language development. Journal of Second Language Writing, 21(4), 321-331. https://doi.org/10.1016/j.jslw.2012.09.007

Yang, L., Zhang, L. J., & Dixon, H. R. (2023). Understanding the impact of teacher feedback on EFL students' use of self-regulated writing strategies. Journal of Second Language Writing, 60, Article 101015. https://doi.org/10.1016/j.jslw.2023.101015

Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179-200. https://doi.org/10.1016/j.jslw.2006.09.004

Zeevy-Solovey, O. (2024). Comparing peer, ChatGPT, and teacher corrective feedback in EFL Writing: Students' perceptions and preferences. Technology in Language Teaching and Learning, 6(3), Article 1482. https://doi.org/10.29140/tltl.v6n3.1482

Zhang, Y., Schunn, C. D., & Wu, Y. (2024). What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy. International Journal of Educational Technology in Higher Education, 21, Article 26. https://doi.org/10.1186/s41239-024-00458-1

Zhao, H. (2010). Investigating learners' use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15(1), 3-17. https://doi.org/10.1016/j.asw.2010.01.002

Zhao, H. (2014). Investigating teacher-supported peer assessment for EFL writing. ELT Journal, 68(2), 155-168. https://doi.org/10.1093/elt/cct068