| Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom H Zhao Assessing writing 15 (1), 3-17, 2010 | 440 | 2010 |
| Participation, interaction and social presence: An exploratory study of collaboration in online peer review groups H Zhao, KPH Sullivan, I Mellenius British Journal of Educational Technology 45 (5), 807-819, 2014 | 187 | 2014 |
| Investigating teacher-supported peer assessment for EFL writing H Zhao ELT journal 68 (2), 155-168, 2014 | 158 | 2014 |
| Teaching presence in computer conferencing learning environments: Effects on interaction, cognition and learning uptake H Zhao, KPH Sullivan British Journal of Educational Technology 48 (2), 538-551, 2017 | 124 | 2017 |
| Exploring tertiary EFL writing tutors' perceptions of the appropriateness of peer assessment for writing H Zhao Assessment and Evaluation in Higher Education, 2018 | 63 | 2018 |
| New insights into the process of peer review for EFL writing: A process-oriented socio-cultural perspective H Zhao Learning and Instruction 58, 263-273, 2018 | 46 | 2018 |
| Using learners’ diaries to investigate the influence of students’ English language proficiency on peer assessment H Zhao Journal of Academic writing 1 (1), 126-134, 2011 | 17 | 2011 |
| Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning H Zhao, B Zhao Language Teaching Research 27 (3), 765-793, 2023 | 12 | 2023 |
| Who takes the floor? Peer feedback or teacher feedback: An investigation of Chinese university English learners’ use and understanding of peer and teacher feedback on writing H Zhao Innovating EFL teaching in Asia, 245-252, 2012 | 4 | 2012 |
| Promoting accessibility of assessment criteria: shifting from a product-to a process-and future-oriented approach H Zhao Teaching in Higher Education 29 (5), 1283-1301, 2024 | 3 | 2024 |
| Exploring the consistency between self-and teacher assessment: Using co-constructed assessment descriptors in EAP writing in China H Zhao, B Zhao Innovation in learning-oriented language assessment, 81-103, 2023 | 3 | 2023 |
| Who takes the floor: peer assessment or teacher assessment?: a longitudinal comparative study of peer-and teacher-assessment in a Chinese university EFL writing class H Zhao University of Bristol, 2008 | 3 | 2008 |
| Introducing peer collaboration in a networked English writing class H Zhao Cases on professional distance education degree programs and practices …, 2014 | 2 | 2014 |
| Developing peer-to-peer supported reflection as a life-long learning skill: An example from the translation classroom E Lindgren, KPH Sullivan, H Zhao, M Deutschmann, A Steinvall Human development and global advancements through information communication …, 2011 | 2 | 2011 |
| A comparison study of teacher supported peer feedback and teacher feedback for EFL writing H Zhao Breaking Theory: New Directions in Applied Linguistics, 231, 2015 | 1 | 2015 |
| Education lecturers’ expectations about writing proficiency: Insights from corpus analysis of teacher feedback on academic writing H Zhao, TNY Dang, N Finlayson Journal of Second Language Writing 67, 101173, 2025 | | 2025 |
| Operationalising critical thinking in postgraduate disciplinary writing: insights from corpus and cluster analyses of lecturer feedback N Zhao, H., Dang, T.N.Y. and Finlayson Assessment and evaluation in higher education, 2024 | | 2024 |
| Who takes the floor: peer assessment or teacher assessment?: an investigation of Chinese university EFL learners’ use and understanding of peer and teacher feedback on writing H Zhao Palgrave Macmillan, 2011 | | 2011 |