VietTESOL International Convention 2026

Peer feedback is a powerful means of enhancing academic writing, yet many EFL students still lack the literacy needed to provide and use feedback constructively (Weng et al., 2024; Zhang & Mao, 2023). In this study, peer feedback literacy is defined as students’ abilities to evaluate peers’ paragraphs using suggested criteria, make helpful judgments, and generate comments that lead to meaningful revision. Adopting a blended learning approach, the course extends traditional classroom instruction through structured online peer review and reflection, creating multiple opportunities for interaction and iterative improvement (Cao et al., 2022). The study investigates the effects of structured feedback activities implemented via Moodle’s Workshop and Forum on the paragraph‑writing performance of first‑year English‑major students in a B1‑level academic writing course. Grounded in constructivist and activity theories, the course emphasizes collaborative, problem‑based learning and peer review literacy through the integrated use of Moodle’s Workshop, Forum, and Turnitin‑enabled Assignment tools. In face‑to‑face sessions, students learn key paragraph concepts, brainstorm ideas, and prepare outlines before drafting, while the online component engages them in rubric‑guided peer evaluation and reflection to deepen their understanding of feedback, common error patterns, and revision practices. The findings are expected to offer practical implications for designing blended feedback activities that enhance feedback quality, revision skills, and reflective thinking in similar EFL settings.