Abstract
This study investigated the effect of anonymous online peer feedback on EFL learners’ essay writing performance. The context of the study was in a public college in Oman. The study was conducted in two phases utilising a QUAN-Qual design. The first phase involved a classroom intervention where a single group of participants was administered a pretest prior to the intervention and a posttest immediately after the intervention. The participants were engaged in a variety of anonymous peer-feedback activities on a wiki platform. In the second phase, six participants were interviewed to explore their perceptions regarding the use of online peer feedback. The results indicated that EFL learners were able to improve their writing through engaging in online peer-feedback tasks. Additionally, the learners demonstrated a positive perspective toward the use of online peer feedback. The study has a number of instructional implications for EFL instructors who seek to incorporate online platforms into student-student feedback tasks.
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