THE THEORETICAL IMPACT OF ONLINE PEER FEEDBACK ON WRITING SKILL IMPROVEMENT: A LITERATURE REVIEW
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This article synthesizes existing theoretical and empirical literature to explore the mechanisms through which online peer feedback influences and potentially improves students' writing skills. Moving beyond experimental data, this review critically examines pedagogical theories—including social constructivism, cognitive load theory, and feedback literacy—that underpin the efficacy of peer feedback in digital environments. Key themes emerging from the literature include the enhancement of metacognitive awareness, the provision of diverse perspectives, the fostering of audience awareness, and the development of critical evaluation skills among students. The review posits that online platforms facilitate these processes by offering flexibility, anonymity, and structured interaction. While acknowledging potential challenges, the article concludes that online peer feedback, grounded in established educational theories, holds significant theoretical promise as a transformative tool for writing pedagogy, advocating for its strategic integration to cultivate more effective and autonomous writers.
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