A longitudinal exploration of EFL learners' peer feedback literacy development

Although peer feedback literacy has been increasingly evidenced as a crucial factor in enhancing learning outcomes, its conceptual dimensions and longitudinal development remain underexplored. Adopting an explanatory sequential mixed-method design, the study identified core dimensions of peer feedback literacy based on 176 questionnaires, examined the development of these dimensions over one semester, and then enriched the examination through thematic analysis of peer feedback, revisions, and semi-structured interviews from six focal students. Triangulated results indicated growth in feedback-related knowledge and abilities, revision efficacy as well as sustainment of appreciation of peer feedback and negotiation agency across both high- and low-proficiency students. Key manifestations included a clearer understanding of writing skills, increased precision in diagnosing writing issues, and greater volume of revision. This study contributes to a refined conceptualization of peer feedback literacy in writing and elucidated its developmental progression. Practical implications for fostering peer feedback literacy have also been discussed.