Abstract

Peer feedback has become a widely adopted pedagogical strategy in second language writing instruction. Gaining insight into learners’ perceptions is essential for maximizing its pedagogical effectiveness. This study investigates how English as a Foreign Language (EFL) students perceive the value, quality, and affective dimensions of peer feedback. Using a qualitative survey approach, data were collected from 62 second-year English majors at a Chinese university. The analysis of student responses revealed four core dimensions shaping their perceptions: the efficacy and utility of peer feedback, its emotional impact, the reciprocal learning opportunities it fosters, and the characteristics of effective feedback. These findings suggest that well-structured feedback training and the cultivation of an emotionally safe, collaborative environment are critical for enhancing student engagement with peer feedback.

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