Exploring the Impact of Online Peer Assessment Modules on the Feedback for English Writing by Chinese High School Students

This study examines the impact of online text and voice peer assessment modules on English writing feedback and learners' attitudes. One hundred students were paired to complete peer assessments for two writing tasks using the voice module of Microsoft Teams and the text module of QQ. The feedback was categorized into five types: identifying problems, explaining issues, proposing solutions, giving suggestions, and offering praise. The results indicate that text-based peer assessments primarily focused on identifying problems and errors, while voice-based assessments were more likely to propose solutions, give suggestions, and offer praise. Overall, learners had a positive attitude towards online peer assessment but preferred the text module, finding it more effective for improving writing. This study offers new insights into enhancing the effectiveness of online peer assessments and promoting students' writing skills.