<![CDATA[Online peer assessment is one of the strategies in authentic assessments in English class. However, few studies investigate the impacts of online peer assessment to foster EFL learner autonomy for writing class in higher education context. This study aims to explore online peer assessment on the promotion of learner autonomy in an EFL writing class. Drawing on Cotterall's (1995) learner autonomy dimensions, the research employed a qualitative design using semi-structured interviews with six participants selected purposefully and classroom observations of 22 undergraduate students enrolled in an English writing class at a reputable private university in Eastern Jakarta. The study employed Braun & Clarke's (2006) thematic analysis framework to analyze the data. The findings revealed that online peer assessment positively impacted five key aspects of learner autonomy: students’ perceptions of the teacher’s role, goal-setting behavior, responsibility for learning processes, use of learning strategies, and capacity for self-evaluation. Additionally, online peer assessment served as a motivational catalyst, enhancing students’ engagement and confidence in writing. Online peer assessment also enhanced deep learning by guiding students beyond surface corrections toward analysis, synthesis, and evaluation, fostering reflective practices, higher-order thinking, stronger writing strategies, and long-term knowledge retention. Implications for practice and future research are also discussed.]]>
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