<p>This study explores peer-led corrective feedback (PCF) in Taiwanese videoconferencing EFL classrooms, focusing on the identification of PCF strategies, the multimodality of PCF provision, and learners’ perceptions of PCF. Employing a single-case study approach, this research examines 46 instances of PCF within three 60-min videoconferencing sessions. The findings reveal a discrepancy between the strategies employed by PCF providers and the preferences of receivers, with both groups favoring explicit correction strategies despite the frequent use of implicit methods like recasts. The study also highlights the significant role of multimodal communication, particularly nonverbal behaviors such as smiling and gaze shifts, in mitigating face-threatening acts and enhancing the dynamics of peer interaction. Stimulated recall interviews further reveal that learners value PCF for its dual benefits in improving linguistic accuracy and fostering collaborative learning. However, the online learning context introduces unique challenges, such as the need for clearer and more explicit feedback due to potential technical constraints. The findings underscore the importance of adapting PCF strategies to the specific demands of videoconferencing platforms, offering practical implications for enhancing peer feedback in digital language classrooms.</p>