Incorporating Vygotsky's concepts of scaffolding and Zone of Proximal Development, this paper presents a qualitative study examining student roles in dialogic peer feedback learning, focusing on Chinese English-as-a-foreign-language (EFL) students in mixed translation proficiency triads within an English-Chinese translation course. During feedback sessions, the instructor assigned the receiver role, allowing flexibility for the other students to assume roles based on preference. Analysis of multiple data sources (surveys, feedback audio recordings, focus group interviews, and one-on-one semi-structured interviews) revealed students undertaking five feedback roles: receiver, observer, giver, summariser, and coordinator. Notably, students across diverse translation proficiency levels demonstrated distinct interaction strategies, particularly in giver and receiver roles, influenced by factors such as feedback literacy and student motives. Implications are provided to innovate and improve further peer feedback practices.