LET'S TAKE A BIG LEAP

Abstract

The practice of peer feedback has driven an array of studies over the past few decades. Prior research on students' perspectives on peer feedback has mainly focused on reviewer–writer exchange at university and senior secondary levels. The present study examines junior grade learners' perspectives on various peer feedback stages, including the conventional reviewer–writer exchange and the proposed practice of intra-feedback (a peer-feedback-on-peer-feedback reviewer-centered task), with reference to teacher feedback. The study also seeks to address a validity concern relating to measuring perceptions in comparative feedback research. A class of 30 Chinese junior secondary students in Hong Kong participated in this intervention study. Questionnaire results show that like in the case of more senior learners, teacher comments were rated more positively but some participants indicated their preference for having both peer and teacher feedback. Interview responses reveal that peer feedback could foster mastery goal orientations, trigger task interest, offer training on perspective-taking at different feedback stages, and enhance language and writing development. Intra-feedback was well received by the junior students because it provided assurance for peer assistance, promoted task engagement, enhanced reviewers' capability and reflective awareness, and eased feedback quality concerns, suggesting that it deserves a place in peer feedback practice.