A PEER CORRECTIVE FEEDBACK-BASED APPROACH TO ONLINE WRITING PERFORMANCE.

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Bibliographic Details
Title:	A PEER CORRECTIVE FEEDBACK-BASED APPROACH TO ONLINE WRITING PERFORMANCE.
Authors:	Yanwar, Amanda Pradhani¹, Sitthiworachart, Jirarat¹ jirarat.si@kmitl.ac.th
Source:	Journal of Educators Online. Jan2026, Vol. 23 Issue 1, p1-10. 10p.
Subject Terms:	English as a foreign language, Peer review of students, Psychology of students, Mixed methods research, Educational technology, Teaching methods
Geographic Terms:	Thailand
Abstract:	Writing is one of the key skills in learning English as a Foreign Language (EFL). Numerous teaching strategies have been developed to help students improve their writing; however, teachers often face challenges in determining the most effective strategy to implement in writing classes. Additionally, a combination of teaching strategies and educational technology tools can be applied in English writing activities. This study aimed to investigate the effectiveness of peer corrective feedback provided through Canvas on students' writing performance. It employed a mixed-methods approach involving 63 junior undergraduate Architecture students at a large public university in Thailand. Essay writing tasks and interviews were used to examine the differences between anonymous and nonanonymous peer corrective feedback on EFL students' writing performance. The results show that the anonymous group outperformed the nonanonymous group. Additionally, students preferred providing anonymous peer corrective feedback over nonanonymous feedback. Finally, this study offers recommendations for future research on providing other types of feedback to further improve writing performance. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Writing is one of the key skills in learning English as a Foreign Language (EFL). Numerous teaching strategies have been developed to help students improve their writing; however, teachers often face challenges in determining the most effective strategy to implement in writing classes. Additionally, a combination of teaching strategies and educational technology tools can be applied in English writing activities. This study aimed to investigate the effectiveness of peer corrective feedback provided through Canvas on students' writing performance. It employed a mixed-methods approach involving 63 junior undergraduate Architecture students at a large public university in Thailand. Essay writing tasks and interviews were used to examine the differences between anonymous and nonanonymous peer corrective feedback on EFL students' writing performance. The results show that the anonymous group outperformed the nonanonymous group. Additionally, students preferred providing anonymous peer corrective feedback over nonanonymous feedback. Finally, this study offers recommendations for future research on providing other types of feedback to further improve writing performance. [ABSTRACT FROM AUTHOR]
ISSN:	1547500X