Developing students’ English writing quality through the incorporation of anonymous online peer feedback

Abstract

Peer feedback has been known as an effective pedagogical strategy in developing students’ writing. However, much remains to be understood about how learning occurs as there has been limited research on the interaction of student dyads during online peer feedback activity. To bridge the research gap, this study examined different online interaction patterns in peer feedback and their effects on the revision drafts of thirty
Thai freshmen students. A paired samples t-test showed significant improvement in students’ writing scores. The comparison between drafts further indicated a substantial number of participants’ self-initiated revisions. Based on the analysis of students’ interaction, this study provides implications of social constructivism by suggesting that the integration of anonymous online peer feedback into writing practice might have both direct and indirect results in developing students’ writing quality through social learning.