The study examined the influence of feedback features on revision uptake in dialogic peer feedback activities, and the moderating effect of self-efficacy and prior knowledge on this relationship. Data were collected over a 10-week course at a comprehensive university in China, involving 29 students and resulting in 242 revision-oriented comments. To understand peer feedback features, we analyzed the feedback received by students in terms of cognition (identification, explanation, suggestion, or solution) and affect (positive, negative, positive-and-negative, or neutral). Binary logistic regression analysis revealed that: (1) explanation, suggestion and positive-and-negative evaluation negatively predicted revision uptake; (2) self-efficacy had a significant positive effect on revision uptake, and also played a role in moderating the relationship between explanation and uptake; (3) although prior knowledge could not directly predict revision uptake, it moderated the relationship between positive-and-negative evaluation and feedback uptake. These findings have instructional implications for designing and organizing peer feedback activities.