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Abstract Abstract：Empirical studies on peer feedback conducted in China have examined the effectiveness of peer feedback, whereas how students, as receivers, engage with peer feedback is still under-researched. Taking a qualitative case study approach, this study investigated three non-English major graduate student’s cognitive engagement with three rounds of peer feedback on a multiple-draft writing task. Results revealed that the participants’ understanding of peer feedback showed some improvements but remained unthorough. Also, prominent individual variations were found in using these strategies both at each revision stage and across different revision stages. The findings could provide implications for enriching the current understanding of peer feedback mechanism.
Key words: peer feedback; engagement; meta-cognition; cognition; process writing
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