Understanding master’s students’ peer feedback practices from the academic discourse community perspective: a rethinking of postgraduate pedagogies

Man et al. (2018) observed that autonomous peer feedback practices among postgraduate students catalyze the construction of new academic communities and facilitate introduction into established scholarly networks.

“For example, Man et al. (2018) examined autonomous peer feedback practices among postgraduate students and observed that such feedback not only catalyzes the construction of new academic communities but also facilitates the introduction of graduate students into established scholarly networks, echoing the findings of Ciampa and Wolfe (2023) as well as Zhang et al. (2020).”

In the academic community, peer feedback serves as a conduit for transmitting academic writing norms and nurturing interpersonal relationships.

“In the academic community, peer feedback assumes a pivotal role, serving as a conduit for transmitting academic writing norms and nurturing interpersonal relationships (Zhang et al., 2020).”

Peer feedback facilitates the introduction of graduate students into established scholarly networks.

“Furthermore, this practice facilitates the introduction of graduate students into established scholarly networks (Ciampa and Wolfe, 2023; Man et al., 2018; Zhang et al., 2020).”

Studies have revealed a tendency among students to selectively incorporate feedback, prioritizing simpler suggestions over more complex ones when revising academic writing.

“Studies have revealed a tendency among students to selectively incorporate feedback, giving priority to simpler suggestions over more complex ones when revising their academic writing (Shulgina et al., 2024a; Gao et al., 2019; Zhang et al., 2020).”