In this paper, we present a study in which we investigate the benefits of peer correction in the context of English virtual classes. Two teenage students from an English course named Freeenglish were the participants in this qualitative research. They participated in a collaborative methodology of peer correction tasks (ARAÚJO; Author 2, 2015; DILLENBOURGH, 1999; DONATO, 1994) proposed by their teacher. To do so, the participants had to correct each other's written text and share feedback as part of a task during their English virtual classes on the Google Meet platform. As a theoretical foundation, we used the sociocultural theory, collaborative learning and teaching processes and studies about peer correction. The results show that the peer correction methodology proved effective in virtual classroom environments. Students could use different technological resources to exchange information about their texts (files, chatrooms on the Google Meet platform, WhatsApp, mobile phones, etc.), which favored interaction between them. We also demonstrate, through data analysis, that students provided very suitable input to each other during the correction task to make the texts more correct. Besides the relevant correction, participants could also develop a variety of communication skills as they were very engaged in talking about themselves.
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