Abstract This study adopts a mixed-methods design and examines the relation between English proficiency and peer feedback performance. Data sources included peer feedback made by 23 lower English proficiency (LEP) students and 23 higher English proficiency (HEP) students, and semi-structured interviews with four LEP and four HEP students from that sample. Quantitative analysis did not find significant difference between the two groups in feedback amount or feedback quality, but significant difference was found in feedback type. LEP students tended to make more clarification requests in content feedback, more suggestions and fewer direct corrections in language feedback. Qualitative analysis of students’ interviews showed that individual factors (i.e. genre knowledge, L1, L2, reference materials, and imagined identities) and contextual factors (i.e. anonymity, feedback separation, and time availability) shaped their feedback processes. Based on these findings, a conceptual framework is suggested to explain how feedback performance is enabled or constrained by cognitive, affective, sociocultural, and instructional factors. The framework can be a useful heuristic for EFL teachers to create facilitative conditions to engage and empower LEP students in feedback activities.

中文翻译：

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较低的英语水平意味着较差的反馈性能？混合方法研究

摘要 本研究采用混合方法设计，考察英语熟练程度与同伴反馈表现之间的关系。数据来源包括 23 名较低英语水平 (LEP) 学生和 23 名较高英语水平 (HEP) 学生的同伴反馈，以及对该样本中四名 LEP 和四名 HEP 学生的半结构化访谈。定量分析未发现两组在反馈量或反馈质量上存在显着差异，但在反馈类型上存在显着差异。LEP学生倾向于在内容反馈中提出更多的澄清要求，在语言反馈中提出更多的建议和更少的直接更正。对学生访谈的定性分析表明，个体因素（即体裁知识、L1、L2、参考资料和想象的身份）和语境因素（即 匿名、反馈分离和时间可用性）塑造了他们的反馈过程。基于这些发现，提出了一个概念框架来解释反馈绩效如何受到认知、情感、社会文化和教学因素的影响。对于 EFL 教师来说，该框架可以成为一种有用的启发式方法，可以创造便利条件，让 LEP 学生参与反馈活动并赋予他们权力。