Ken Hyland is Professor of Applied Linguistics in Education at the University of East Anglia. His primary research area is written discourse analysis, particularly in academic context. He has written and edited over twenty-five books, including Second Language Writing (Cambridge, 2003) and Disciplinary Identities (Cambridge, 2012). Fiona Hyland was an associate professor in the Faculty of Education at The University of Hong Kong until her retirement in 2015. She has more than thirty-five years of experience teaching and researching applied linguistics and teacher education in a variety of international contexts.

• Introduction. 1. Contexts and issues in feedback on L2 writing: setting the scene Ken Hyland and Fiona Hyland; Part I. Situating Feedback: Socio-cultural Dimensions: 2. Sociocultural theory: a framework for understanding socio-cognitive dimensions of peer feedback Olga S. Villamil and Maria C. M. de Guerrero; 3. Culture and peer feedback Guangwei Hu; 4. Appropriation, ownership, and agency: negotiating teacher feedback in academic settings Christine M. Tardy; Part II. Shaping Feedback: Delivery and Focus Dimensions: 5. The intersection between SLA and feedback research John Bitchener; 6. Does error feedback help L2 writers? Latest evidence on the efficacy of written corrective feedback Dana Ferris and Kendon Kerzer; 7. Electronic resources for feedback Marie Stevenson and Aik Phakiti; 8. Collaborative writing as peer feedback Neomy Storch; Part III. Negotiating Feedback: Interpersonal and Interactional Dimensions: 9. Interpersonal aspects of response: constructing and interpreting teacher written feedback Ken Hyland and Fiona Hyland; 10. Fostering formative online forums: feedback, dialogue and disciplinarity Ann Hewings and Caroline Coffin; 11. Supervisory feedback: building writing scaffolds with doctoral students Sue Starfield; 12. Reviewers' feedback on second language writers' submissions to academic journals Brian Paltridge; Part IV. Engaging with Feedback: Student Participation Dimensions: 13. Learner engagement with written feedback from a socio-cognitive perspective Ye Han and Fiona Hyland; 14. What messages do students take from teacher feedback? Ken Hyland; 15. Students initiating feedback: the potential of social media Soobin Yim and Mark Warschaeur; Index.

Ken Hyland is Professor of Applied Linguistics in Education at the University of East Anglia. His primary research area is written discourse analysis, particularly in academic context. He has written and edited over twenty-five books, including Second Language Writing (Cambridge, 2003) and Disciplinary Identities (Cambridge, 2012). Fiona Hyland was an associate professor in the Faculty of Education at The University of Hong Kong until her retirement in 2015. She has more than thirty-five years of experience teaching and researching applied linguistics and teacher education in a variety of international contexts.

• Introduction. 1. Contexts and issues in feedback on L2 writing: setting the scene Ken Hyland and Fiona Hyland; Part I. Situating Feedback: Socio-cultural Dimensions: 2. Sociocultural theory: a framework for understanding socio-cognitive dimensions of peer feedback Olga S. Villamil and Maria C. M. de Guerrero; 3. Culture and peer feedback Guangwei Hu; 4. Appropriation, ownership, and agency: negotiating teacher feedback in academic settings Christine M. Tardy; Part II. Shaping Feedback: Delivery and Focus Dimensions: 5. The intersection between SLA and feedback research John Bitchener; 6. Does error feedback help L2 writers? Latest evidence on the efficacy of written corrective feedback Dana Ferris and Kendon Kerzer; 7. Electronic resources for feedback Marie Stevenson and Aik Phakiti; 8. Collaborative writing as peer feedback Neomy Storch; Part III. Negotiating Feedback: Interpersonal and Interactional Dimensions: 9. Interpersonal aspects of response: constructing and interpreting teacher written feedback Ken Hyland and Fiona Hyland; 10. Fostering formative online forums: feedback, dialogue and disciplinarity Ann Hewings and Caroline Coffin; 11. Supervisory feedback: building writing scaffolds with doctoral students Sue Starfield; 12. Reviewers' feedback on second language writers' submissions to academic journals Brian Paltridge; Part IV. Engaging with Feedback: Student Participation Dimensions: 13. Learner engagement with written feedback from a socio-cognitive perspective Ye Han and Fiona Hyland; 14. What messages do students take from teacher feedback? Ken Hyland; 15. Students initiating feedback: the potential of social media Soobin Yim and Mark Warschaeur; Index.

Ken Hyland is Professor of Applied Linguistics in Education at the University of East Anglia. His primary research area is written discourse analysis, particularly in academic context. He has written and edited over twenty-five books, including Second Language Writing (Cambridge, 2003) and Disciplinary Identities (Cambridge, 2012). Fiona Hyland was an associate professor in the Faculty of Education at The University of Hong Kong until her retirement in 2015. She has more than thirty-five years of experience teaching and researching applied linguistics and teacher education in a variety of international contexts.

• Introduction. 1. Contexts and issues in feedback on L2 writing: setting the scene Ken Hyland and Fiona Hyland; Part I. Situating Feedback: Socio-cultural Dimensions: 2. Sociocultural theory: a framework for understanding socio-cognitive dimensions of peer feedback Olga S. Villamil and Maria C. M. de Guerrero; 3. Culture and peer feedback Guangwei Hu; 4. Appropriation, ownership, and agency: negotiating teacher feedback in academic settings Christine M. Tardy; Part II. Shaping Feedback: Delivery and Focus Dimensions: 5. The intersection between SLA and feedback research John Bitchener; 6. Does error feedback help L2 writers? Latest evidence on the efficacy of written corrective feedback Dana Ferris and Kendon Kerzer; 7. Electronic resources for feedback Marie Stevenson and Aik Phakiti; 8. Collaborative writing as peer feedback Neomy Storch; Part III. Negotiating Feedback: Interpersonal and Interactional Dimensions: 9. Interpersonal aspects of response: constructing and interpreting teacher written feedback Ken Hyland and Fiona Hyland; 10. Fostering formative online forums: feedback, dialogue and disciplinarity Ann Hewings and Caroline Coffin; 11. Supervisory feedback: building writing scaffolds with doctoral students Sue Starfield; 12. Reviewers' feedback on second language writers' submissions to academic journals Brian Paltridge; Part IV. Engaging with Feedback: Student Participation Dimensions: 13. Learner engagement with written feedback from a socio-cognitive perspective Ye Han and Fiona Hyland; 14. What messages do students take from teacher feedback? Ken Hyland; 15. Students initiating feedback: the potential of social media Soobin Yim and Mark Warschaeur; Index.