Abstract
This study investigates the impact of a structured Peer Assessment Argumentative Writing Module on the writing proficiency and writing self-efficacy of Chinese college EFL learners. It further examines the mediating roles of metacognitive awareness, writing engagement, and feedback uptake to explain the cognitive-behavioral processes through which peer assessment influences writing outcomes. A quantitative research design was employed, involving 251 Chinese undergraduate EFL students. Data were collected using validated scales measuring peer assessment, writing self-efficacy, writing proficiency, metacognitive awareness, writing engagement, and feedback uptake. Structural equation modeling using SmartPLS 4.0 was applied to test direct and indirect relationships among these constructs within the proposed conceptual framework. Results revealed that the Peer Assessment Argumentative Writing Module significantly enhanced both writing proficiency and writing self-efficacy. Metacognitive awareness, writing engagement, and feedback uptake were confirmed as significant mediators, demonstrating that students’ reflective regulation, sustained involvement, and effective use of peer feedback played crucial roles in transforming peer assessment experiences into improved writing outcomes. This study contributes to the literature by integrating social cognitive theory with multiple mediating mechanisms to explain how peer assessment supports argumentative writing development in EFL contexts. Practically, the findings offer evidence-based recommendations for designing structured peer assessment activities that strengthen students’ writing ability, confidence, and self-regulated learning in Chinese higher education.