Digital tools like Google Docs and portfolios enable numerous affordances for peer and teacher response, but few studies have researched both practices operating in tandem. The potential of a tandem approach encourages metacognition with socialization as the teacher models, guides and interacts with student-peer groups. This potential also describes practical inquiry (PI) approaches to learning, as PI emphasizes problem solving and critical thinking by means of community. As most forms of feedback are meant to encourage critical thinking in feedback for revision purposes, this study investigates a PI approach to conducting and investigating tandem feedback. 12 students in an English composition class completed four short essay drafts, followed immediately by tandem response activities. The researcher examined response for indicators of PI labels as triggering events, explorations, integrations and resolutions. The study also investigated students’ perceptions of how these practices helped their metacognition.