Assessing College Students’ Peer Feedback Literacy

Peer feedback activities encompass both the provision and reception of feedback. This research delves into the realm of peer feedback literacy among first-year undergraduate students enrolled in an EFL writing course and try to evaluate peer feedback literacy through four dimensions: feedback-related knowledge and skills (FKA), cooperative learning ability (CLA), appreciation of peer feedback (APF), and willingness to participate (WP). The study enlisted 306 participants from a Chinese university and employed a mixed-method approach involving both descriptive and quantitative analyses. Findings indicate a commendable level of peer feedback literacy overall, with students exhibiting favorable self-assessment regarding the reception and provision of feedback. Moreover, positive associations were identified among each dimension, implying that forthcoming pedagogical interventions should prioritize the enhancement of students’ attitudes and conduct to foster heightened engagement and evaluation precision.