Abstract

This study investigated English Language Education students' perceptions of digital feedback and peer assessment tools in academic writing at the Federal College of Education (Special), Oyo, Nigeria. Despite the growing integration of digital technologies in higher education, there is limited research on how students in special education institutions perceive and experience these tools, particularly in developing country contexts. The study employed a qualitative case study design using semi-structured interviews with twelve purposively selected 300-level English Language Education students who had prior exposure to academic writing, digital feedback tools, and peer assessment activities. Data were analysed using content analysis. The findings revealed that students generally valued digital feedback tools, particularly Grammarly and QuillBot, for their ability to provide immediate, specific error correction and enhance writing awareness. Peer assessment through Peergrade was perceived as beneficial for promoting collaborative learning, reflective practice, and morale, especially for students with disabilities who preferred written feedback for accessibility reasons. However, students also reported significant challenges including vague or overly technical feedback, unreliable internet connectivity, lack of personal devices, financial constraints, and concerns about peer feedback credibility and shallow evaluations. Accessibility limitations of digital platforms for students with visual and hearing impairments emerged as a critical concern. The study concludes that while digital feedback and peer assessment tools hold transformative potential for academic writing instruction in special education contexts, their effectiveness is constrained by infrastructural deficiencies, inadequate training, and accessibility gaps. Recommendations include implementing continuous training programmes for students and lecturers, improving digital infrastructure, embedding these tools into academic writing curricula with clear rubrics, and ensuring inclusive platform design. The study contributes to understanding inclusive pedagogical approaches in Nigerian tertiary education and offers insights for policymakers and educators seeking to optimise digital assessment strategies.