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A Peer Corrective Feedback-Based Approach to Online Writing Performance

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Title: A Peer Corrective Feedback-Based Approach to Online Writing Performance
Language: English
Authors: Amanda Pradhani Yanwar, Jirarat Sitthiworachart
Source: Journal of Educators Online. 2026 23(1).
Availability: Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, Undergraduate Students, Peer Evaluation, Feedback (Response), Writing Evaluation, Computer Mediated Communication, English (Second Language), Architectural Education, Confidentiality, Error Correction, Learning Processes, Computer Uses in Education, Internet
Geographic Terms: Thailand
ISSN: 1547-500X
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499231
Database: ERIC
FullText Links:
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  Data: A Peer Corrective Feedback-Based Approach to Online Writing Performance
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  Data: <searchLink fieldCode="AR" term="%22Amanda+Pradhani+Yanwar%22">Amanda Pradhani Yanwar</searchLink><br /><searchLink fieldCode="AR" term="%22Jirarat+Sitthiworachart%22">Jirarat Sitthiworachart</searchLink>
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  Data: Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
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  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
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  Label: Abstract
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  Data: 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.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Feedback (Response)
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      – SubjectFull: Writing Evaluation
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      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Architectural Education
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      – SubjectFull: Confidentiality
        Type: general
      – SubjectFull: Error Correction
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      – SubjectFull: Learning Processes
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      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Internet
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      – SubjectFull: Thailand
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            NameFull: Jirarat Sitthiworachart
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              Y: 2026
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