Complementation of multiple sources of feedback in EFL learners’ writing

• A framework is developed for studying complementation of feedback sources. Teacher, EFL peer, and native English-speaking peer were compared. Three sources provided high rates non-overlapped points. showed preference different strategies. Student perceptions providers quality mediated uptake. As L2 writers receive diverse in their writing process, it important to understand how these complement one another. The present study compared Chinese teacher feedback, American student on the same drafts 17 students’ film reviews. three found have complemented points, areas, Specifically, all points more local form-focused feedback. Further, most used an indirect strategy frequently. In contrast, students peers focused meaning-oriented a direct Mediated by writers’ contrastive quality, led highest successful uptake, manifesting superiority cross-cultural perceptions. This paper concludes drawing pedagogical implications suggesting future directions exploring