| Sumario: | This study aims to gain a better understanding of how the newly arisen social messaging may impact the practice of peer assessment. Seventy‐nine ESL (English as second language) students reviewed each other's English essays in three peer assessment groups: a three‐member group using wiki (wiki group), a three‐member group using social messaging (small messaging group), and a six‐member group using social messaging (big messaging group). Data analysis suggested that peer assessment facilitated by social messaging can be at least of the same effectiveness as wiki‐facilitated peer assessment on ESL students' writing skills and intrinsic motivation. In addition, the findings indicated that students in the small messaging group outperformed students in the big messaging group on essay writing and reported a significantly higher rating on perceived competence, a positive indicator of the behavioural measures of intrinsic motivation, than students in the big messaging group. Lay description: What is already known about this topic are the following: Technology, such as social media, has greatly shaped and reshaped the practice of online peer assessment.Newly arisen social messaging signals a new and drastic shift in the landscape of social media.Yet, little is known regarding if and how social messaging should be used to facilitate peer assessment. What this paper adds are the following: Peer assessment facilitated by social messaging can be effective.Students benefit more from small social messaging settings than from big social messaging settings in terms of learning and intrinsic motivation. Implications for practice and/or policy are the following: Different generations of technology may engage students and foster their learning in different ways and offer different promises.It is feasible to adopt social messaging podiums to engage students in online peer assessment learning.
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