Learner revision practices and perceptions of peer and teacher feedback


  • Rachael Ruegg Victoria University of Wellington, P.O Box 600, Wellington, 6140, New Zealand




Peer feedback, Teacher feedback, Learner perceptions, Revision practices


A number of studies have used interviews to find out L2 learners’ perceptions of different feedback practices. Usually, learners who have been interviewed have experienced a number of different feedback practices. The purpose of the present study is to investigate learner revision practices and perceptions of peer and teacher feedback after having received feedback from only one source. In this study, learners received either teacher feedback alone or only peer feedback for one year. Twelve students were then interviewed to investigate their revision practices and perceptions of both peer and teacher feedback. The narrative analysis of the interview data showed that participants were very concerned about ‘correcting’ their drafts. Students in both groups had similar levels of comprehension of feedback; however, those in the peer feedback group were more forthcoming about asking their peers when they did not understand. Students in the teacher feedback group felt that they did not have enough time between drafts for the revisions they wanted to make. It was also found that students in the peer feedback group seemed to benefit more from reading their peers’ writing than from receiving peer feedback.

Author Biography

Rachael Ruegg, Victoria University of Wellington, P.O Box 600, Wellington, 6140, New Zealand

Dr. Rachael Ruegg is a lecturer in the school of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. She has previously taught writing at universities in Japan for nine years. Her research interests mainly involve the teaching and assessment of writing and she has published a number of academic articles in this area.


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How to Cite

Ruegg, R. (2017). Learner revision practices and perceptions of peer and teacher feedback. Writing and Pedagogy, 9(2), 275–300. https://doi.org/10.1558/wap.33157



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