Towards Understanding Teacher Mentoring, Learner WCF Beliefs, and Learner Revision Practices Through Peer Review Feedback: A Sociocultural Perspective

Background. The existing literature has focused on learner perceptions or beliefs about peer review tasks over the recent decade. However, little been known relationships among written corrective feedback (WCF), related teacher mentoring process, and revision practices.
 Purpose. We thus aimed at addressing gap by exploring how WCF may inform practices in peer-reviewed process.
 Methods. In this mixed-method study, we included four Chinese EFL students majoring English as participants collected their belief survey data. also actual practice data through PeerCeptiv, an online writing rewriting platform. addition, traced interviewed back-evaluation Results. Through mixed-methods design, reported our major findings: student believed empathy resonance was primary advantage of feedback, facilitated them understanding performing tasks; found process consisted evaluating, resonating, learning, reflecting crediting, arguing, correcting, polishing Implications. From a sociocultural perspective, centered discussion these research findings claiming that scaffolding different forms work together enhance performance appear complex manner with practices. offered insights for future studies practical implications language teachers.