Beneficial Yet Not Enough: Chinese Students' Coping Strategies and Perceptions toward Peer Interaction and Feedback

This study examines Chinese university students’ coping strategies and perceptions of peer corrective feedback (PCF) during peer interaction (PI) activities. Data were collected from 24 English as a second language (ESL) students at an Australian university through three group activities and semi-structured interviews and were analysed qualitatively. The findings showed that participants consciously or unconsciously navigate dual roles, shifting between feedback receivers and providers. They also expressed favourable attitudes towards PCF but observed varying perceptions toward PI. Further, politeness strategies, due to Chinese cultural influences, were prevalent among students to maintain interpersonal harmony. These findings offer valuable insights into classroom interactions and the implementation of PCF. Teachers are encouraged to consider students’ cultural orientations concerning PI and PCF, carefully group students from diverse backgrounds, and employ strategies that enhance PI and PCF without creating awkwardness while maintaining classroom harmony.