How do USA university students evaluate the pragmatic appropriateness of peer corrective feedback?

This study investigates the way in which students from a Californian university evaluated the pragmatic appropriateness of peer corrective feedback in the context of telecollaborative activities. Results showed that the raters primarily focused on the use of pragmalinguistic devices to soften the potential threat of corrective feedback to the recipient’s face. They also highlighted the importance of offering positive feedback, examples, and explanations, and to allow the recipient to respond, seek clarification, and express comprehension. Finally, they valued the use of an engaging tone of voice and a sympathetic demeanor as crucial components of peer feedback.