| Understanding teachers’ written feedback practices in Hong Kong secondary classrooms I Lee Journal of second language writing 17 (2), 69-85, 2008 | 683 | 2008 |
| Error correction in L2 secondary writing classrooms: The case of Hong Kong I Lee Journal of second language writing 13 (4), 285-312, 2004 | 670 | 2004 |
| Ten mismatches between teachers' beliefs and written feedback practice I Lee ELT journal 63 (1), 13-22, 2009 | 656 | 2009 |
| Student reactions to teacher feedback in two Hong Kong secondary classrooms I Lee Journal of second language writing 17 (3), 144-164, 2008 | 604 | 2008 |
| Classroom writing assessment and feedback in L2 school contexts I Lee Springer Singapore, 2017 | 572 | 2017 |
| Supporting greater autonomy in language learning I Lee Oxford University Press 52 (4), 282-290, 1998 | 518 | 1998 |
| ESL learners' performance in error correction in writing: Some implications for teaching I Lee System 25 (4), 465-477, 1997 | 510 | 1997 |
| Peer feedback in second language writing (2005–2014) S Yu, I Lee Language Teaching 49 (4), 461-493, 2016 | 326 | 2016 |
| Preparing pre-service English teachers for reflective practice I Lee ELT journal 61 (4), 321-329, 2007 | 322 | 2007 |
| Error correction in the L2 writing classroom: What do students think? I Lee TESL Canada journal, 1-16, 2005 | 315 | 2005 |
| ‘I need to be strong and competent’: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum R Yuan, I Lee Teachers and Teaching 22 (7), 819-841, 2016 | 311 | 2016 |
| Pre-service teachers' changing beliefs in the teaching practicum: Three cases in an EFL context R Yuan, I Lee System 44, 1-12, 2014 | 304 | 2014 |
| Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong I Lee, D Coniam Journal of Second Language Writing 22 (1), 34-50, 2013 | 273 | 2013 |
| L2 writing teachers’ perspectives, practices and problems regarding error feedback I Lee Assessing Writing 8 (3), 216-237, 2003 | 272 | 2003 |
| Teaching coherence to ESL students: A classroom inquiry I Lee Journal of second language writing 11 (2), 135-159, 2002 | 266 | 2002 |
| Becoming a writing teacher: Using “identity” as an analytic lens to understand EFL writing teachers’ development I Lee Journal of Second Language Writing 22 (3), 330-345, 2013 | 259 | 2013 |
| Writing teacher education and teacher learning: Testimonies of four EFL teachers I Lee Journal of Second Language Writing 19 (3), 143-157, 2010 | 233 | 2010 |
| Feedback in Hong Kong secondary writing classrooms: Assessment for learning or assessment of learning? I Lee Assessing writing 12 (3), 180-198, 2007 | 233 | 2007 |
| Revisiting teacher feedback in EFL writing from sociocultural perspectives I Lee Tesol Quarterly 48 (1), 201-213, 2014 | 226 | 2014 |
| Teacher written corrective feedback: Less is more I Lee Language Teaching 52 (4), 524-536, 2019 | 214 | 2019 |
