Students benefit from receiving and providing peer feedback, but the degree of participation limits the benefit. Further, students sometimes resist participation, providing few or only short comments. Prior researchers have examined the role of general attitudes toward peer feedback in limiting participation. However, little research has examined…

Two questions are examined: the relationship between prior to formal experience (high school instruction) and success on university foreign language proficiency tests, and the similarity of prior experience to pass rates for students of varying languages. (LB)