This research investigates the improvement of communicative skills in university students via peer feedback activities in an English-as-a-foreign-language (EFL) course. Utilizing a comprehensive view of contemporary feedback frameworks, the study engaged 320 students across three cohorts. The last two cohorts transitioned to online Emergency Remote Teaching (ERT) due to the COVID-19 pandemic. The final cohort further employed a prototype learning analytics system to enhance peer feedback skills. Answering calls for more research on authentic task-based learning in tech-mediated contexts, this study offers empirical evidence supporting modern feedback frameworks. Results showed that ERT cohorts, especially those using the prototype system, outperformed the face-to-face cohort in communicative speaking tests, highlighting the effectiveness of peer feedback activities in boosting communicative skills.