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Postgraduate students’ engagement with giving peer feedback in academic writing: Implications for feedback literacy of providing peer feedback
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DOI：10.1016/j.system.2026.104080.png)
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Abstract
En 中文
While recent years have witnessed a surge in studies on how learners attend to peer feedback in second language (L2) writing, these studies have mainly been conducted from the perspective of receivers of peer feedback. Consequently, little is known about how L2 learners engage with the provision of feedback to their peers affectively, behaviorally, and cognitively. To fill this gap, our study adopted a mixed-methods approach, collecting data from multiple sources: Questionnaires, semi-structured interviews, stimulated recalls, and peer feedback on students’ writing samples in academic writing contexts. Our questionnaire study revealed that L2 postgraduate learners showed high levels of engagement with providing peer feedback in terms of their affect, behavior, and cognition. The findings of our in-depth study were generally in line with the quantitative results and provided detailed accounts for them. The focal participants were positively oriented towards peer feedback provision and able to manage their negative emotions during this practice. Behaviorally, the students provided comprehensive feedback and sought external resources to facilitate their process of feedback-giving. Cognitively, they deployed a variety of cognitive/metacognitive operations to help their provision. Our findings suggested that their engagement with giving peer feedback is a process of disciplinary socialization in this context. Furthermore, our study proposed a data-informed framework of feedback literacy for peer feedback giving in the Chinese postgraduate EAP context, which illustrates the conditions where engagement succeeds. Important pedagogical implications for postgraduate education programs are also discussed.
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