چكيده فارسي :
While peer feedback both in first language (L1) and second language (L2) writing has attracted a growing body of research, students’ motives for participating in group peer feedback are still underexplored. To fill this significant gap, this study, grounded on the constructs of activity and motive in activity theory, aims at exploring five Iranian university students’ motives for taking part in group peer feedback in the EFL (English as a foreign language) writing classroom. Semi-structured interviews, video recordings of classroom sessions, as well as stimulated recalls and student texts were used as data sources. Data analyses suggested that EFL students’ motives mediated by the sociocultural context, act as significant drives for their group peer feedback activities. The results also indicate that group peer feedback activities and students’’ subsequent revisions are significantly influenced by their motives. This study can contribute to deepening our understanding of factors leading to students’ participation in with peer feedback in EFL writing.
