Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9(3), 227-257.
Bartels, N. (2003). Written peer response in L2 writing. English Teaching Forum, 41(1), 34-36.
Berg, E.C. (1999). The effects of trained peer response on ESL students’ revision types and writing quality. Journal of Second Language Writing, 8(3), 215-241.
Boswood, T., & Dwyer, R. H. (1996). From marking to feedback: Audiotaped responses to student writing. TESOL Journal, 5(2), 20-23.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing,12,267-296.
De Guerrero, M. C. M. & Villamil, O. S. (1994). Socio-cognitive dimensions of interaction in L2 peer revision. Modern Language Journal, 78(4), 484-496.
DiCamilla, F. J., & Anton, M. (1997). Repetition in the collaborative discourse of L2 learners: A Vygotskyan perspective. Canadian Modern Language Review, 53(4), 609-633.
Doughty, C., & Pica, T. (1986). Information gap tasks: Do they facilitate second language acquisition? TESOL Quarterly, 20(2), 305-325.
Ferris, D. R. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31(2), 315-339.
Ferris, D. R., & 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.
Gere, A. R. (1987). Writing groups: History, theory, and implications. Carbondale: Southern IllinoisUniversity Press.
Han, Z. (2002). Rethinking the role of corrective feedback in communicative language teaching. RELC Journal, 33(1), 1-25.
Hirvela, A. (1999). Collaborative writing instruction and communities of readers and writers. Foreign Language Annals, 8(2), 7-12.
Hyland, K. (1990). Providing productive feedback. Elt Journal, 44(4), 279-285.
Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation. ELT Journal, 44(4), 294-304.
Kroll, B. (1991). Teaching writing in the ESL context. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 245-263). New York: Newbury House.
Leki, I. (1990). Coaching from the margins: Issues in written response. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp.57-68). New York: CambridgeUniversity Press.
Liu, J., & Hansen, J. G. (2002). Peer response in second language writing classrooms. Ann Arbor: University of Michigan Press.
Long, M., & Porter, P. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 305-325.
Mangelsdorf, K. (1989). Parallels between speaking and writing in second language acquisition. In D. M. Johnson & D. H. Roen (Eds.), Richness in writing: Empowering ESL students (pp.134-145). White Plains, NY: Longman.
Mangelsdorf, K. (1992). Peer reviews in the ESL composition classroom: What do the students think? ELT Journal, 46(3), 274-284.
Mangelsdorf, K., & Schlumberger, A. (1992). ESL student response stances in a peer-review task. Journal of Second Language Writing, 1, 235-254.
Mittan, R. (1989). The peer review process: Harnessing students’ communicative power. In D. M. Johnson & D. H. Roen (Eds.), Richness in writing: Empowering Esl students (pp. 207-219). White Plains, NY: Longman.
Previdi, P. A. (1999). Interactive teacher training. English Teaching FORUM, 37(3), 32-33.
Roebuck, R. F. (2001). Teaching composition in the college level foreign language class: Insights and activities from sociocultural theory. Foreign Language Annals, 34(3), 206-215.
Villamil, O. S., & De Guerrero, M. C. M. (1996). Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behavior. Journal of second language writing, 5(1), 51-75.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: HarvardUniversity Press.
Wauters, J. K. (1988). Non-confrontational critiquing pairs: An alternative to verbal peer response groups. The Writing Instructor, 7, 156-166.
Youngs, B. L., & Green, A. (2001). A successful peer writing assistant program. Foreign Language Annals, 34(6), 550-558.
Zamel, V. (1985). Responding to student writing. TESOL Quarterly, 19(1), 77-101.