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In the field of second language teaching, many studies have confirmed the effectiveness of peer feedback in promoting learning. However, the practical effect is also influenced by learners’ attitudes. The existing research conclusions in this regard are not consistent, and there are few studies on the factors that influence learners’ attitudes from the learners’ perspective. To fill the research gap, this paper focuses on non-corrective feedback in translation teaching with a feedback model of translating based on Activity Theory to investigate learners’ attitudes towards peer feedback and to explore influencing factors through questionnaires and interviews. The finding suggests that, overall, today’s learners have a positive attitude towards non-corrective feedback provided by peers. However, due to a series of factors in the feedback model, different learners hold different attitudes towards specific aspects of peer non-corrective feedback.
Shuang Wang (Tue,) studied this question.