A PEER CORRECTIVE FEEDBACK-BASED APPROACH TO ONLINE WRITING PERFORMANCE

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dc.contributor.authorYanwar, Amanda Pradhani
dc.contributor.authorSitthiworachart, Jirarat
dc.date.accessioned2026-08-06T10:54:06Z
dc.date.available2026-08-06T10:54:06Z
dc.date.issued2026-01-01
dc.description.abstractWriting 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.
dc.identifier.citationJournal of Educators Online, 23(1), 2026
dc.identifier.doi10.9743/JEO.2026.23.1.21
dc.identifier.issn1547500X
dc.identifier.other2-s2.0-105029722296
dc.identifier.urihttps://dspace.kmitl.ac.th/handle/123456789/17737
dc.sourceJournal of Educators Online
dc.subjectEnglish as a foreign language
dc.subjectonline writing
dc.subjectpeer corrective feedback
dc.subjecttechnology
dc.titleA PEER CORRECTIVE FEEDBACK-BASED APPROACH TO ONLINE WRITING PERFORMANCE
dc.typeArticle

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