Enhancing Generative Thinking Skills in University Students through Online Peer-Review

Enhancing higher-order thinking skills is a key challenge in higher education. Peer review supports generative thinking by promoting critical dialogue and reflection; however, the effects of anonymity levels in online peer review remain underexplored. This study investigates the impact of shifting from full anonymity to partial anonymity on fluency, a core component of generative thinking. Using a quasi-experimental design, 50 university students were divided into fully anonymous and partially anonymous peer-review groups. Results showed a statistically significant improvement in fluency for students participating in partially anonymous peer reviews. These findings suggest that partial anonymity is more effective in fostering generative thinking and support its integration into instructional practices, particularly in language education. Received: 13 October 2025 / Accepted: 22 December 2025 / Published: January 2026

Anonymity · Fluency · Generative grammar · Generative model · Online discussion · Education and Critical Thinking Development · Reflective Practices in Education · Student Assessment and Feedback