本文是一篇英语论文，本研究表明，教师应更加关注学生的同伴互评感知，并寻求促进学习者感知的策略，以促进学生在未来教学中提供和实施同伴反馈的行为投入。特别是应该训练学生对同伴互评的可靠性更有信心，避免只提供表扬的反馈，让他们能够从同伴互评过程中收获到更多益处。
Chapter One Introduction
1.1 Research Background
As the method of peer review in writing has been more commonly applied in foreign language teaching, research on written peer feedback has gained more and more attention. Receiving peer feedback has the same or even better effect on improving students’ compositions as receiving teacher feedback (Nelson & Schunn, 2009). And providing peer feedback on compositions can also improve students’ own language abilities (Lundstrom & Baker, 2009). In addition, research focusing on peer feedback in writing shows that students are usually willing to participate in this activity to exchange views with each other (Cho & Cho, 2011) and take suggestions from peers (Gao et al., 2019). In general, peer review can help improve students’ writing achievements (Cho et al., 2006). Due to these advantages above, peer feedback has been widely used in the teaching of L1 and L2 writing (Cho & MacArthur, 2010).
Within peer review studies, research on online peer review, peer feedback comments and peer feedback perceptions are reported to be hotspots and frontiers in the field (Dong et al., 2020). Among them, students’ perceptions of peer feedback refer to the attitudes and viewpoints of English learners towards the implementation process and effect of peer review of writing (Xie et al., 2020). In the process of peer review, students, as authors and reviewers, constantly form, update and adjust their perceptions of peer review. On the one hand, students recognize peer review, believing that providing and receiving feedback help improve writing skills, reduce pressure and rebuild confidence (Lee & Evans, 2019). On the other hand, students believe that peer feedback comments are too simple to implement (Lee & Evans, 2019) and peer review results are unfair due to the lack of peer ability (Kaufman & Schunn, 2011).
1.2 Research Objectives and Necessity of Research
How to improve L2 students’ English writing performance has always been the focus of instructional attention. There are always some factors hindering their learning engagement and learning efficiency. Due to low student engagement, expectations from instructors may not always be realized (Fan & Xu, 2020). Therefore, this research takes postgraduate students of a university as the research participants, to explore the relationship between peer feedback perception and students' behavioral engagement in peer feedback activities. This study aims to investigate student behavioral engagement with peer feedback in English writing in terms of their behavior of providing and receiving feedback. Besides, it also intends to explore the relationship between peer feedback perceptions and behavioral engagement. Specifically, this study aims to achieve three objectives through analyzing questionnaires of students’ level of peer feedback perception and their behavioral engagement with peer feedback. The first objective is to measure students’ level of peer feedback perception through a six-dimension questionnaire. The second objective is to explore students’ behavioral engagement through analyzing the types and amount of peer feedback comments provided (revision-oriented, well-founded praise and only praise) and implemented (full implementation, partial implementation and no implementation) in the peer review process. The last objective intends to find out the impact of peer feedback perception on student behavioral engagement. Therefore, both correlation and regression analysis are going to be used in this study.
Chapter Two Literature Review
2.1 Peer Feedback
This part reviews the definitions of peer feedback, peer feedback comments and peer feedback perception.
2.1.1 Definitions of Peer Feedback
Peer feedback, also known as peer review, peer response, peer as
