Abstract While the past few decades have witnessed enormous growth in research on peer feedback in second and foreign language (L2) writing, little attention has been paid to student engagement with peer feedback. Drawing on multiple methodologies, we explored how 21 university EFL students engaged with peer feedback on L2 writing affectively, behaviorally, and cognitively. We collected multiple sources of data, including audio-recorded peer feedback sessions, students’ composition drafts, written peer feedback, semi-structured interviews, and a questionnaire survey. Findings showed that student engagement with peer feedback differed depending on the type of feedback. Overall, students had positive affective engagement and extensive behavioral and cognitive engagement with the form-focused feedback but showed a tendency of low cognitive and behavioral engagement with the content-focused feedback. Additionally, the study revealed a complex relationship within the sub-constructs of and among the three engagement dimensions, manifested in the form of interconnectedness and inconsistencies. We discuss pedagogical implications about how to enhance student engagement with peer feedback.

中文翻译：

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通过对 L2 写作的同伴反馈探索学生的参与

摘要 虽然在过去的几十年里，对第二语言和外语 (L2) 写作中同伴反馈的研究有了巨大的增长，但很少有人关注学生对同伴反馈的参与。我们利用多种方法，探讨了 21 名大学 EFL 学生如何在情感、行为和认知方面参与对二语写作的同伴反馈。我们收集了多种数据来源，包括录音同行反馈会议、学生作文草稿、书面同行反馈、半结构化访谈和问卷调查。结果表明，学生对同伴反馈的参与因反馈类型而异。全面的，学生对以形式为中心的反馈具有积极的情感参与和广泛的行为和认知参与，但对以内容为中心的反馈显示出低认知和行为参与的趋势。此外，该研究揭示了三个参与维度的子结构内和之间的复杂关系，表现为相互关联和不一致的形式。我们讨论了有关如何通过同伴反馈增强学生参与度的教学意义。