This article describes an action-research study that was conducted in the autumn semester of 2021. At the onset of two sections of a compulsory writing course, 28 university students completed a 19-item questionnaire about their general perceptions of peer-feedback. These students had positive attitudes towards peer feedback, enjoyed reading their classmates’ writing, and found peer feedback useful. After completing a writing project, the students then reflected on the peer feedback they gave and received during the writing process by completing a 9-item questionnaire. They enjoyed receiving compliments and thought they were genuine. However, they were not so confident in their abilities to give compliments and advice. This article concludes with practical advice for teachers who want to implement peer feedback in their courses.
Adam Murray (Sat,) studied this question.