Abstract
While a number of studies on peer feedback in academic writing have been done on how students engaged with received feedback in a single assignment, little work has examined engagement with giving feedback and across a longer timeline, which is problematic for a pedagogical technique that is often new to EFL students and should be used repeatedly in a semester. Using a mixed method design that draws upon transcripts of voiced peer comments, monthly reflection journals, semi-structured interviews, stimulated recalls, and two rounds of a self-efficacy survey, this longitudinal study examined how three EFL undergraduates of relatively different proficiency levels affectively, behaviorally, and cognitively engaged with giving feedback over ten iterative feedback practices in an EAP writing course. The findings showed both initial engagement differences and extensive gains in engagement across all three learners despite challenges in proficiency and self-efficacy. Pedagogical implications of how peer feedback could be enhanced in EAP writing courses are discussed.
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