本研究深入剖析臺灣研究所階段口譯訓練中的同儕回饋，並著重專注於探討評估者(assessor) 的角色、母語身分對同儕回饋的影響，及評估者從同儕回饋中得到的效益。透過對六位口譯學生的半結構式訪談，揭示課堂內選擇同儕進行回饋時，主要影響為同儕對於回饋的接受程度、與同儕的關係、以及老師是否在場。課堂之外學生使用同儕回饋的動機則是藉由社交因素促進練習動機，以及得到有實質效益的回饋。研究同時發現母語身份會顯著影響同儕回饋的模式，學生會依據目標語言和對方的母語調整回饋，例如若目標語言是非母語時，學生會更為謹慎保守，並著重給予自己母語（原始語言）相關內容的回饋。最後，研究結果也強調同儕回饋作為課堂工具的實用性，發現同儕回饋可以提升課堂專注度、促進學生深入反思口譯過程、並培養批判性思考的能力。總體來說，本研究為口譯訓練中的同儕回饋提供更深入的理解，也為口譯老師和學生提供了有關同儕口譯適用於課堂中及課堂外的建議。

This study delves into the complexities of peer feedback in graduate-level interpreting training in Taiwan, with a focus on the factors influencing the assessor role, the impact of native speaker identity on feedback dynamics, and the perceived benefits of engaging in the assessor role. Through semi-structured interviews with six interpreting students, the research uncovers that the selection of peers for in-class feedback is shaped by factors such as receptivity to feedback, the quality of peer relationships, and the presence of the teacher. Outside the classroom, personal motivation and the pursuit of effective feedback are key drivers. The study further reveals that native speaker identity significantly influences the feedback process, with students adjusting their feedback approach based on the target language and the native language of the peer. This dynamic is particularly pronounced when students provide feedback in their L2 language, leading to a more cautious and considerate approach. The findings also highlight the benefits of peer feedback, including enhanced attention in class, deeper reflection on one's performance, and the development of critical thinking skills. Overall, the study contributes to a nuanced understanding of peer feedback in interpreting training, offering valuable insights for educators and students in optimizing its effectiveness for professional development.

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