English Language Teaching; Vol. 18, No.

7; 2025
ISSN 1916-4742 E-ISSN 1916-4750
Published by Canadian Center of Science and Education

Understanding EFL Learners’ Perceptions of Peer Feedback in Second

Received: April 20, 2025 Accepted: June 21, 2025 Online Published: June 30, 2025
doi: 10.5539/elt.v18n7p74 URL: https://doi.org/10.5539/elt.v18n7p74

Abstract
Peer feedback has become a widely adopted pedagogical strategy in second language writing instruction.
Gaining insight into learners’ perceptions is essential for maximizing its pedagogical effectiveness. This study
investigates how English as a Foreign Language (EFL) students perceive the value, quality, and affective
dimensions of peer feedback. Using a qualitative survey approach, data were collected from 62 second-year
English majors at a Chinese university. The analysis of student responses revealed four core dimensions shaping
their perceptions: the efficacy and utility of peer feedback, its emotional impact, the reciprocal learning
opportunities it fosters, and the characteristics of effective feedback. These findings suggest that well-structured
feedback training and the cultivation of an emotionally safe, collaborative environment are critical for enhancing
student engagement with peer feedback.
Keywords: peer feedback, EFL students, second language writing, qualitative survey
1. Introduction
In the domain of second language writing pedagogy, peer feedback has been valued for its potential to enhance
students’ writing development and performance (Paulus, 1999; Liu & Hansen, 2002；Yu & Li, 2016; Hyland &
Hyland, 2019; Cui & Schunn, 2024). It has been increasingly integrated into writing classrooms as an important
pedagogical tool. The regular and systematic use of peer feedback is necessary to achieve meaningful learning
outcomes (Xu et al., 2023). Despite the broad support for peer feedback in both educational theory and practice,
its practical application and the reception by students are areas that warrant further investigation. Understanding
students’ perceptions of peer feedback enables teachers to evaluate its effects on learning outcomes. These
perceptions are critical, as students' attitudes towards peer feedback can significantly impact their willingness to
participate in the feedback process and their ability to benefit from it (Zou et al., 2018；Zhang & Gao, 2024).
Therefore, gaining insights into how students perceive the value and quality of peer feedback can inform the
design of more effective and learner-sensitive feedback practices.
This study explores how Chinese EFL students perceive peer feedback, focusing on their views regarding its
effectiveness, emotional impact, and characteristics of helpful feedback. It aims to achieve two primary
objectives: firstly, to examine students' perceptions of the value of peer feedback in enhancing specific writing
skills such as grammar, vocabulary usage, coherence, and idea development; and secondly, to explore the
underlying motivations and attitudes that influence the ways in which students give and receive feedback,
including their emotional responses and their perceptions of what makes peer comments most helpful. To this
end, the following research questions are addressed:
(1) How do EFL students perceive the value of peer feedback both as feedback receivers and givers?
(2) What emotional responses do EFL students experience during peer feedback interactions?
(3) What types of peer feedback do EFL students perceive as most effective or helpful?
A qualitative approach was adopted for this exploration of students' experiences and perspectives. Through
thematic analysis of the data, this study provides insights into how students evaluate the usefulness, emotional
impact, and quality of peer feedback. These findings offer practical implications for EFL teachers aiming to
design more effective peer feedback activities in writing instruction.

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2. Literature Review
Peer feedback in second language writing has received considerable attention, evidenced by a growing body of
literature exploring its implications for learning and teaching. Existing literature on peer feedback in second
language writing highlights its advantages and the various factors that influence its effectiveness in instructional
settings.
The collaborative nature of peer feedback fosters the co-construction of knowledge and the development of a
learning community (Villamil & Guerrero, 2019; Guo et al., 2022). When appropriately implemented, peer
feedback can improve students' writing quality (Sun & Wang, 2022). In a comprehensive review, Yu and Lee
(2016) highlighted how peer interactions support both linguistic development and the cultivation of learner
autonomy. Vuogan and Li (2023) further confirmed its overall effectiveness through a meta-analysis.
Scholars have also explored the factors that shape the effectiveness of peer feedback. One of the key factors
influencing peer feedback effectiveness is the focus of the comments. Studies show that meaning-level feedback
leads to more substantive revisions and greater writing improvement (Cui & Schunn, 2024). Zhang et al. (2024)
found that providing peer feedback characterized by elaboration and constructiveness was positively associated
with students’ ability to implement feedback and with their overall writing quality. Second language proficiency
is another important factor. Allen and Katayama (2016) argued that the effectiveness of peer feedback is
influenced by both objective second language proficiency differences and learners' perceptions of their own and
peers' proficiency. In addition to these factors, recent studies have drawn attention to the affective dimensions of
peer feedback engagement. Mao and Lee (2022) argue that learners’ ability to benefit from feedback is shaped in
part by how they emotionally experience and mediate the feedback process. Zhang and Gao (2024) showed that
students’ affective and behavioral engagement fluctuates over time based on feedback quality, personal beliefs,
and social context. Su and Huang (2022) found that Chinese EFL students reported greater enjoyment and
fulfillment when giving feedback than receiving it. These studies suggest that students’ emotional responses also
play a critical role in how peer feedback is received, evaluated, and applied.
While these studies have offered valuable insights into the instructional benefits and factors influencing the
effectiveness of peer feedback, there remains a need for more context-specific understanding of learners’
perceptions and experiences with peer feedback. Focusing on Chinese university students, the present study
seeks to contribute to the ongoing dialogue on learner perspectives in L2 writing pedagogy.
3. Methodology
3.1 Participants
The participants in this study consisted of 62 second-year undergraduate students majoring in English at a
university in China. These students were selected because they had consistent exposure to peer feedback
activities throughout a 16-week academic term in their writing courses. These students possess an intermediate
to advanced proficiency in English. The group's varying levels of writing proficiency make them a rich source of
insights into the peer feedback process.
3.2 Data Collection
Data were collected using a qualitative survey designed to elicit detailed responses from participants about their
experiences with peer feedback. The survey included open-ended questions that asked students to reflect on the
benefits and challenges of peer feedback, the depth and quality of feedback received and provided, their
motivations for engaging in the feedback process, and their willingness to incorporate peer suggestions into their
writing revisions. A complete list of the survey questions is provided in Appendix A. This method was selected
for its capability to capture a broad range of student perspectives. The survey was administered online at the end
of the 16-week period, during which students had participated regularly in peer feedback sessions integrated into
their coursework.
The survey was originally conducted in Chinese to ensure clarity and ease of expression for participants.
Selected responses presented in this paper were translated into English by the author and checked by another
bilingual researcher to ensure accuracy and preserve the original meaning.
3.3 Data Analysis
The collected data were analyzed using thematic analysis (Braun & Clarke, 2006), a method for identifying,
analyzing, and reporting patterns within qualitative data. Following this method, the analysis involved
familiarization with the data, generation of initial codes, development and review of themes, and the production
of a final thematic report. This approach enabled a comprehensive understanding of students' experiences with

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peer feedback.
4. Results
4.1 The Efficacy and Utility of Peer Feedback
The analysis of data from the qualitative survey underscores the important role of peer feedback in enhancing
EFL students' language and writing proficiency. This feedback is instrumental in facilitating grammatical and
lexical corrections, structural improvements, and strengthening the overall coherence and argumentative clarity
of students’ writing, significantly impacting the quality and depth of students' writing.
Participants unanimously acknowledged the value of peer feedback in identifying and correcting grammatical
and lexical inaccuracies. One student noted, “Peer feedback is helpful, for instance, when there are grammatical
errors and spelling mistakes in writing, classmates will promptly identify and correct them." Another student
highlighted its role in raising awareness of grammatical weaknesses and learning new English expressions,
saying, “Peer feedback is helpful in making me aware of my grammatical weaknesses and in helping me learn
some beautiful English expressions.”
In addition, students also experienced significant improvements in their word choice and sentence structure. One
student described this process in detail: “One noticeable improvement is in the diversity of word choice and the
simplification of sentences. For example, I used to repeatedly use the word ‘promote’ throughout an essay.
Through the peer review process, I learned about many other words like ‘boost,’ ‘facilitate,’ ‘encourage,’
‘further,’ ‘gear up,’ etc. Also, I tended to write very long and convoluted sentences with unclear logic. After
receiving feedback, I would clarify the logic and adjust the sentence structure, making it clearer and simpler”.
Furthermore, students emphasized the broader benefits of peer feedback on their writing structure and coherence.
One student noted, “Peer feedback is invaluable for rationalizing essay structure and correcting grammatical
mistakes”. This sentiment was echoed by another student who appreciated how feedback refined their writing's
organization, thereby enhancing coherence and logical flow: “Certainly, it aids in perfecting my composition's
structure, addressing grammatical or syntactical errors, and focusing on nuances typically overlooked”.
The depth of feedback varied among participants. Some students received comprehensive critiques that
improved both grammatical accuracy and the logical consistency and strength of their arguments. As one student
reflected, “The evaluations I received from classmates were not limited to superficial modifications. They
provided profound critiques after interpreting each section of content. Moreover, each time, they analyzed the
expository writing techniques and the underlying logic of the composition”.
Overall, peer feedback was seen as instrumental in facilitating tangible improvements in writing. One student
wrote: “Yes, they can point out some areas I didn't do well. Then, after listening to them, I will make corrections.
In the future, I will pay attention to these issues. They can give me advice, and I will also learn from their good
ideas”.
4.2 The Emotional Impact of Peer Feedback
In addition to its academic and cognitive benefits, peer feedback also had a significant emotional impact on
students. Participants’ responses revealed that emotional reactions shaped their engagement, confidence, and
willingness to persist in writing tasks. These emotional reactions were often closely linked to the tone, delivery,
and interpersonal dynamics involved in peer interactions.
Positive feedback emerged as a powerful source of motivation and self-assurance. Several students described
feeling uplifted when peers acknowledged the strengths of their writing. One participant stated, “Feedback
predominantly filled with affirmation and praise boosts my confidence in writing.” Another echoed this, noting,
“Encouragement from peers on the highlights of my writing increases my confidence.” In addition to enhancing
confidence, peer praise also served as a motivational driver. As one student expressed, “Receiving
encouragement from peers gives me more motivation to write.” These responses illustrate how emotionally
affirming feedback can foster a sense of competence, enabling learners to approach writing with greater
enthusiasm and reduced anxiety.
Students also reported that peer feedback increased their sense of responsibility and investment in the writing
process. One remarked, “Because there is a feedback session, there is some pressure to take the writing task
more seriously.” This sense of accountability, though initially described as “pressure,” was often interpreted as a
constructive force, which encouraged students to be more deliberate and focused in their writing.
However, not all emotional responses were positive. Several participants expressed sensitivity to overly critical
or poorly worded feedback, which led to discouragement or emotional withdrawal. One student commented, “A

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tone that is too harsh and severe may discourage me and make me fear writing.” Another shared, “Peers need to
have a good attitude and be patient. I have a fragile heart, and if their attitude is bad, I will easily get irritated and
won’t pay attention to their feedback.” These remarks underscore the importance of emotional safety in peer
feedback environments; when feedback is perceived as judgmental or disrespectful, it may hinder students’
willingness to revise or participate.
These responses reveal that peer feedback is not simply an academic tool, but also a deeply affective experience
that shapes learners’ self-perception, motivation, and resilience. A feedback culture that prioritizes empathy,
mutual respect, and psychological safety can enhance not only students’ emotional well-being but also their
sustained engagement with writing tasks. In second language writing classrooms, recognizing the emotional
impact of peer feedback is important for creating supportive learning environments where students can grow
both linguistically and affectively.
4.3 Reciprocal Learning Opportunities
While Section 4.1 examined the learning gains associated with receiving peer feedback, this section explores
how the act of giving feedback also serves as a powerful learning mechanism. The analysis of qualitative survey
responses revealed the theme of Reciprocal Learning Opportunities, highlighting how students benefit
cognitively, metacognitively, and affectively from providing feedback to peers. This reciprocal process fosters
not only writing improvement but also critical reflection, empathy, and a sense of academic community.
Students reflected on how giving feedback allowed them to empathize with their peers' writing challenges and
learn from their perspectives. One respondent pointedly reported, “It prompts me to reflect on my own
shortcomings and consider if I share similar issues highlighted in peers’ writings. When I see my classmates'
vocabulary and sentence structures, I try to improve them, making them more authentic and literary. I can also
accumulate good aspects of their essays, such as good vocabulary, transition words, fixed structures, and
sentence patterns.” This illustrates how students actively internalize peer strengths and apply them as models for
their own improvement.
Providing feedback often prompts self-reflection and deeper engagement with the material. One student
explained, “When evaluating my peers’ essays, I feel a responsibility towards their work. I often look up words
in the dictionary and refer to related reports to ensure accuracy, which also improves my own writing skills. The
most significant benefit is the accuracy of word usage, followed by a better understanding and grasp of writing
techniques and structures. Evaluating my peers’ use of writing strategies helps me to organize and consolidate
my own knowledge of writing.” Such responses reflect the metacognitive dimension of peer feedback, where the
reviewer becomes more conscious of writing norms through analysis and comparison.
Additionally, some students appreciated the opportunity to develop critical thinking and analytical skills. One
student mentioned, “By evaluating my peers' essays, I can enhance my critical thinking skills, learn to discern
strengths and weaknesses, and apply these experiences to my own writing”. Another student noted, “It helps
develop my critical thinking. The process of evaluating essays is also a process of independent thinking for me.
By analyzing my classmates’ essays, I unconsciously improve my own writing skills.” These observations
underscore how giving feedback can sharpen evaluative judgment and promote higher-order thinking.
Overall, the theme of Reciprocal Learning Opportunities highlights the specific benefits students gain from
giving peer feedback in second language writing. It shows that providing feedback enhances reviewers’ writing
competence, sharpens their critical thinking, deepens their metacognitive awareness, and fosters greater empathy
and engagement with others’ perspectives.
4.4 Characteristics of Effective Peer Feedback
The investigation of the theme “Characteristics of Effective Peer Feedback” reveals students’ preferences
regarding the nature of feedback received. Through the analysis of qualitative survey data, it becomes evident
that students value feedback that is not only constructive but also supportive and motivational. Specifically, they
valued feedback that is clear, specific, and includes actionable suggestions for revision. Moreover, students
appreciated responses that balanced critique with recognition of strengths, indicating that supportive feedback
contributes positively to their writing engagement and self-perception.
Most participants described specificity and clarity as essential features of helpful feedback. As one student
explained, “I prefer feedback that not only points out issues but also suggests ways to improve or provides
direction for revisions. Personally, I find it challenging to make major changes to the whole essay, so another
perspective helps me understand how to optimize the content”. This underscores that effective feedback guides
revision by narrowing the focus and offering actionable steps.

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While constructive feedback was seen as necessary, students emphasized that how feedback is communicated
significantly affects their willingness to engage. One respondent shared: “I prefer feedback that not only
identifies specific issues but also offers solutions. This helps me quickly address gaps and improve my writing
methods and structure. A friendly tone increases my enthusiasm for peer reviews, making me look forward to
doing better in the next session”. This highlights the students’ desire for feedback that is not only insightful but
also uplifting and empowering. The importance of a supportive feedback environment was unanimously
underscored, with students indicating that a constructive and respectful critique fosters more effective learning
and development.
In addition, comprehensiveness emerged as a valued trait of effective feedback. A student explained, “A
comprehensive peer evaluation is preferable as it highlights both strengths and areas for improvement, promoting
progress while boosting confidence through a friendly exchange.” Feedback that covers both local and global
aspects of writing was seen as more helpful in guiding meaningful revisions.
While many participants favored supportive feedback, others pointed to the value of seriousness and formality in
peer comments. One student mentioned, “I prefer more serious and formal feedback that acknowledges the good
parts which I can emulate and provides alternative solutions for the weaker parts. If we agree, we can refine our
ideas together; if not, we can discuss and make the immature ideas more logical and reasonable through
everyone's thinking, making it easier to reference and imitate in future writing”.
In summary, students perceived effective peer feedback as feedback that is specific, constructive, balanced, clear
in purpose, and delivered in a respectful and supportive tone. These characteristics not only facilitate revision but
also enhance students’ confidence, engagement, and development as writers.
5. Discussion and Implications
This study’s investigation into EFL students' perceptions of peer feedback reveals how such feedback shapes
their second language writing experiences. The identified themes, including efficacy and utility of peer feedback,
its emotional impact, reciprocal learning opportunities it fosters, and characteristics of effective peer feedback,
provide an insightful understanding of peer feedback's role in EFL context.
This study demonstrates the effectiveness of peer feedback in enhancing students’ writing, particularly in
grammar correction, vocabulary expansion, structural refinement, and coherence. Participants consistently
reported tangible improvements following peer suggestions. These results align with Yu and Lee’s (2016)
comprehensive review and Vuogan and Li’s (2023) meta-analysis, both of which emphasized the role of peer
feedback in facilitating revision and enhancing the quality of writing. Further support comes from Jin et al.
(2024), who found that peer feedback, especially in the form of suggestions and integration of comments,
significantly predicted improvements in writing performance. In the present study, students who actively
processed and incorporated peer comments demonstrated gains in both local features (e.g., grammar and word
choice) and global features (e.g., structural organization, coherence). These findings reinforce the value of peer
feedback as a multifaceted tool for improving EFL writing proficiency, supporting both linguistic accuracy and
discourse-level development when students are adequately engaged.
In addition to its linguistic and cognitive benefits, peer feedback was found to be a deeply affective experience
for participants in this study. Students expressed a range of emotional reactions depending on the tone, wording,
and perceived intention behind the comments they received. Encouraging and supportive feedback often
increased their confidence and motivation to revise, while harsh or vague comments sometimes led to
discouragement, frustration, or even avoidance. These findings are consistent with Zhang and Gao’s (2024) study,
which demonstrated that students’ emotional engagement, such as feeling embarrassed, reassured, or inspired,
significantly influenced how they processed and acted upon peer feedback. In line with this, Su and Huang (2022)
found that while students often enjoyed giving feedback, receiving it sometimes led to frustration, particularly
when comments failed to meet expectations or lacked clarity. Participants in the present study revealed the
importance of emotional safety and mutual respect in the peer review process, suggesting that emotionally
considerate feedback enhanced their receptiveness and willingness to engage. This resonates with Mao and Lee’s
(2022) sociocultural perspective, which emphasizes affective engagement as a core component of feedback
literacy and argues that learners’ emotional regulation plays a crucial role in their ability to benefit from
feedback. Taken together, these findings underscore that peer feedback in EFL writing classrooms is not only an
instructional tool but also a relational and emotional practice. Creating a respectful and supportive peer review
environment is essential for promoting student engagement and sustained motivation.
Beyond the benefits of receiving comments, participants in this study emphasized that providing peer feedback
was itself a valuable learning experience. Many reported that the act of evaluating their peers’ work helped them

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reflect more critically on their own writing, identify recurring problems, and adopt effective linguistic and
organizational strategies observed in others’ texts. This process also encouraged them to internalize effective
language use. For example, they began considering alternatives to common expressions and paying closer
attention to coherence and idea development. This finding is consistent with Wu and Schunn’s (2023) framework
of engagement, which demonstrates that giving constructive, elaborated feedback fosters deeper cognitive
processing and measurable learning gains in subsequent writing tasks. Additional support comes from Jin et al.
(2024), who found that students’ engagement in providing peer feedback significantly predicted improvements in
their own writing performance. The benefit of providing peer feedback was also recognized in the work of
Lundstrom and Baker (2009), who linked peer review to the development of critical evaluation skills that
students then apply to their own writing. Collectively, the findings suggest that the peer feedback process is not
unidirectional; rather, it is reciprocal and mutually beneficial. By positioning students as both writers and
reviewers, peer feedback activities create meaningful opportunities for reflection, awareness-building, and the
development of critical thinking, which are essential components of advanced L2 writing competence.
Participants in this study articulated clear views on the characteristics that make peer feedback effective. They
valued feedback that was specific, constructive, and accompanied by concrete suggestions for revision. Feedback
that simply pointed out problems without guidance was often viewed as vague or unhelpful, whereas
well-structured comments that offered solutions fostered motivation and improved clarity in revision. These
perceptions are supported by existing literature. Lu et al. (2023) emphasized the importance of cognitive
feedback features (e.g., specific solutions, suggestions) in promoting revision. Likewise, Little et al. (2025)
pointed out that effective feedback should not only be realistic, specific, and descriptive, but also
non-judgemental, direct, positive and timely. These qualities, they argue, are crucial for ensuring that feedback is
both actionable and motivational, highlighting the importance of both its content and delivery. Quinton et al.
(2025) also reinforced these insights by highlighting how structured feedback features, including predetermined
options and actionable suggestions, enhance the perceived usefulness and trustworthiness of peer feedback.
These studies identified some key characteristics of effective feedback. The present study demonstrated that EFL
students themselves apply similar evaluative criteria when judging the quality of peer comments. Together, these
insights provide a clear understanding of the types of peer feedback that students perceive as most effective.
Drawing on the findings of this study, several pedagogical strategies are proposed to help teachers to utilize peer
feedback effectively. First, teachers should integrate structured peer review sessions into the writing curriculum,
where clear guidelines and objectives are communicated to students. This includes training students on how to
give constructive feedback and how to critically receive and integrate feedback into their writing revisions. To
scaffold these interactions, teachers can support students by incorporating practical tools such as rubrics or
checklists. These tools can be used during structured peer review sessions to help students evaluate each other’s
drafts using clearly defined criteria, such as coherence, argument strength, and grammatical accuracy. Second,
peer feedback should be used not only as a method for students to critique each other's work but also as a
classroom activity that encourages active learning. Teachers can facilitate peer feedback sessions that directly
correspond to learning objectives, such as improving thesis statements or developing persuasive arguments,
making peer feedback an integral component of the learning process. Third, it is essential to establish a class
culture that values peer feedback as a collaborative tool for improving writing. This includes fostering respectful
communication and encouraging students to view revision as a valuable part of the writing process. When
students perceive feedback as being offered in a spirit of support and mutual improvement, they are more likely
to engage critically with peer comments and revise their work more effectively.
6. Conclusion
This qualitative inquiry examined how peer feedback is experienced and evaluated by a group of English major
students at a Chinese university. The findings underscore the multifaceted role of peer feedback, highlighting its
perceived value in enhancing writing proficiency, its emotional effects on learners, the reciprocal learning
opportunities it fosters, and students’ perceptions of characteristics of effective feedback.
This study's conclusions are drawn from a specific sample of EFL students, which may limit the generalizability
of findings to broader contexts. Furthermore, the reliance on self-reported data may introduce bias, as students'
reflections on their experiences could be influenced by their current mood, relationships with peers, or
perceptions of the research purpose. Future research could address these limitations by employing a larger, more
diverse sample and incorporating longitudinal designs to track changes in students' perceptions and writing skills
over time.

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Acknowledgments
This study was supported by the Jiangxi Provincial Research Project on Educational and Teaching Reform
(JXJG-23-2-40).
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Appendix A
The Original Questions were Written in Chinese and Later Translated into English for Reporting
Purposes
(1) Has peer feedback helped improve your writing ability? If yes, please provide specific examples. If not,
please explain why.
(2) What type of peer feedback do you prefer? Please explain your reasons.
(3) Did you gain anything from evaluating your classmates’ writing? If yes, please describe in what aspects you
benefited. If not, please explain why.
(4) How would you assess the depth of the feedback you received from peers? Was it limited to surface-level
corrections (e.g., spelling, grammar), or did it address deeper elements of writing (e.g., structure, argument logic)?
Please provide specific examples.
(5) What is your usual attitude or emotional response when reading peer feedback on your writing?
(6) What specific suggestions do you have for improving the effectiveness of peer feedback?

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This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution
license (http://creativecommons.org/licenses/by/4.0/).

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