Knowing me, knowing you: the effects of peer familiarity on receiving peer feedback for undergraduate student writers

Abstract

Anonymity has been suggested as a way to mitigate the possible negative effects of interpersonal variables that may arise during the peer review process. However, since anonymity is not always possible, it is important to consider how the level of familiarity between peers may influence the peer review process. This study therefore explores the effect that peer familiarity has on receiving feedback from peers. A qualitative and quantitative analysis of the data, collected via a questionnaire, reveals that the majority of the students knew their peers very or fairly well and felt comfortable and enjoyed working with them. The process was less confrontational, with more honesty and trust, and better communication. The few students who did not know their peers well felt that they could be more objective in their feedback. The authors conclude that the level of peer familiarity provides a different perspective to the peer review process, especially in contexts where anonymity is not possible.