Abstract Although peer feedback has received increasing attention from academic writing instructors and thesis supervisors in most recent years, we know little about postgraduate students’ perceptions and experiences of learning (if any) from providing feedback on thesis/dissertation writing. Drawing upon multiple sources of data including thesis drafts (original, revised and finalised theses), written peer feedback, semi-structured interview and stimulated recall, this case study investigates how and the extent to which seven Master's students benefited from providing feedback on their peers’ theses in the Macau EFL context. The data analysis revealed four themes of student learning from providing peer feedback: (1) raising awareness of the thesis/dissertation genre, (2) improving academic writing skills, (3) becoming a more skilful learner by seeking external assistance, and (4) becoming a more reflective and critical academic writer. The findings can further our understanding of the potential learning opportunities derived from providing peer feedback on academic theses.

中文翻译：

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从研究生论文的同行反馈中学习：澳门EFL背景下硕士生的声音

摘要 近年来，虽然同行反馈越来越受到学术写作导师和论文导师的关注，但我们对研究生对论文/论文写作反馈的看法和学习体验（如果有的话）知之甚少。利用多种数据来源，包括论文草稿（原始、修订和定稿）、书面同行反馈、半结构化面试和刺激回忆，本案例研究调查了七名硕士生如何以及在多大程度上受益于向同行提供反馈' 澳门 EFL 背景下的论文。数据分析揭示了学生从提供同伴反馈中学习的四个主题：(1) 提高对论文/论文类型的认识，(2) 提高学术写作技巧，(3) 通过寻求外部帮助成为更熟练的学习者，以及 (4) 成为更具反思性和批判性的学术作家。这些发现可以进一步了解我们对学术论文提供同行反馈所带来的潜在学习机会。