Impact of computer-mediated anonymous peer feedback on students' self-regulated learning skills in English writing courses during emergency remote teaching

The transition to emergency remote teaching (ERT) with the pandemic has entailed a computer-mediated learning environment in which students had to be responsible for their own learning by using self-regulated learning strategies (SRL). Considering the importance of SRL skills, it is crucial to employ different strategies to foster students' SRL skills, particularly in English writing. To facilitate students' learning of English writing and promote SRL skills during ERT, it is reasonable to adopt peer feedback allowing students to monitor their writing process. Thus, this study aims to investigate students' perceptions of SRL skills, show the impact of computer-mediated anonymous peer feedback intervention in English writing courses on students' SRL skills, and find out students' experiences as feedback providers and receivers. The study employed a quasi-experimental design, and data were collected from preparatory school students through an online SRL scale and reflective journals. The data were analyzed by administering paired samples t-test and coding the reflective journals. Results demonstrated that computer-mediated anonymous peer feedback has a significant positive impact on students' SRL skills. Regarding students' experiences with computer-mediated anonymous peer feedback, they stated that it contributed to their language performance and helped them learn from their peers and make self-evaluations. However, it was found hard to trust the given feedback. Moreover, students felt anxious of offending peers and misleading them with incorrect feedback. Overall, they shared both positive feelings such as entertainment, excitement, and self-confidence besides negative feelings such as embarrassment, exhaustion, and disappointment. Keywords: Computer-mediated anonymous peer feedback, Emergency remote teaching, English writing, Peer-teacher conference, Self-regulated learning