Book chapter 606 views
Interpreting the review process in applied linguistics research
Developing Feedback Literacy for Academic Journal Peer Review: Narratives from Researchers in Education and Applied Linguistics
Swansea University Author:
Cornelia Tschichold
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DOI (Published version): 10.4324/9781003365662-5
Abstract
Peer review has been the subject of a number of academic publications, typically focusing on the reviewer’s perspective with the aim of promoting more helpful evaluations. By contrast, the present chapter takes an alternative view in defining the feedback literacy of authors who submit a manuscript...
Published in: | Developing Feedback Literacy for Academic Journal Peer Review: Narratives from Researchers in Education and Applied Linguistics |
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ISBN: | 9781032430911 9781003365662 |
Published: |
London
Routledge
2024
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URI: | https://cronfa.swan.ac.uk/Record/cronfa64454 |
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2023-09-07T11:31:02Z |
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last_indexed |
2025-05-24T10:31:41Z |
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cronfa64454 |
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2025-05-23T14:13:57.0579351 v2 64454 2023-09-07 Interpreting the review process in applied linguistics research 7ab58ba7c36c98911ed94a11fc7e5cb2 0000-0001-8487-2209 Cornelia Tschichold Cornelia Tschichold true false 2023-09-07 CACS Peer review has been the subject of a number of academic publications, typically focusing on the reviewer’s perspective with the aim of promoting more helpful evaluations. By contrast, the present chapter takes an alternative view in defining the feedback literacy of authors who submit a manuscript to a journal. Basing the study on our involvement in a top-level journal in applied linguistics, we examine the submissions and the procedures, noting common problems along the way. We then draw on a 500,000-word corpus of reviews to select exemplars, adopting a case-study approach first of unsuccessful and then of successful submissions for more detailed examination. These exemplify both the cyclical process of reviewing and revising a manuscript and the conversations that take place between authors and reviewers. The aim of this chapter is twofold: to provide advice for all stages of the reviewing process and to contribute to the growing literature on feedback literacy by promoting reflective practices of those stakeholders involved in the process of submission and publication. Book chapter Developing Feedback Literacy for Academic Journal Peer Review: Narratives from Researchers in Education and Applied Linguistics Routledge London 9781032430911 9781003365662 feedback literacy, publishing process, peer review, applied linguistics, CALL 22 11 2024 2024-11-22 10.4324/9781003365662-5 COLLEGE NANME Culture and Communications School COLLEGE CODE CACS Swansea University Not Required 2025-05-23T14:13:57.0579351 2023-09-07T12:19:06.9669818 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Cornelia Tschichold 0000-0001-8487-2209 1 Alex Boulton 2 Pascual Pérez-Paredes 3 |
title |
Interpreting the review process in applied linguistics research |
spellingShingle |
Interpreting the review process in applied linguistics research Cornelia Tschichold |
title_short |
Interpreting the review process in applied linguistics research |
title_full |
Interpreting the review process in applied linguistics research |
title_fullStr |
Interpreting the review process in applied linguistics research |
title_full_unstemmed |
Interpreting the review process in applied linguistics research |
title_sort |
Interpreting the review process in applied linguistics research |
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7ab58ba7c36c98911ed94a11fc7e5cb2 |
author_id_fullname_str_mv |
7ab58ba7c36c98911ed94a11fc7e5cb2_***_Cornelia Tschichold |
author |
Cornelia Tschichold |
author2 |
Cornelia Tschichold Alex Boulton Pascual Pérez-Paredes |
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Book chapter |
container_title |
Developing Feedback Literacy for Academic Journal Peer Review: Narratives from Researchers in Education and Applied Linguistics |
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2024 |
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Swansea University |
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9781032430911 9781003365662 |
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10.4324/9781003365662-5 |
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Routledge |
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Faculty of Humanities and Social Sciences |
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Faculty of Humanities and Social Sciences |
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Peer review has been the subject of a number of academic publications, typically focusing on the reviewer’s perspective with the aim of promoting more helpful evaluations. By contrast, the present chapter takes an alternative view in defining the feedback literacy of authors who submit a manuscript to a journal. Basing the study on our involvement in a top-level journal in applied linguistics, we examine the submissions and the procedures, noting common problems along the way. We then draw on a 500,000-word corpus of reviews to select exemplars, adopting a case-study approach first of unsuccessful and then of successful submissions for more detailed examination. These exemplify both the cyclical process of reviewing and revising a manuscript and the conversations that take place between authors and reviewers. The aim of this chapter is twofold: to provide advice for all stages of the reviewing process and to contribute to the growing literature on feedback literacy by promoting reflective practices of those stakeholders involved in the process of submission and publication. |
published_date |
2024-11-22T05:25:43Z |
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1836507824368123904 |
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11.380731 |