Although writing is considered one of the most essential foreign language skills, to nurture and develop writing skills among students is challenging. To overcome this, teachers have recently considered benefiting from digital technology. Self-monitoring and self-evaluation, as sub-skills of metacognition, in addition to scaffolding, might be beneficial in accordance with the Zone of Proximal Development; hence both peer feedback and self-monitoring could be integrated with digital platforms in language classrooms. This quasi-experimental research study aimed to investigate the impact of exchanging self and anonymous peer feedback on writing assignments in a digital environment among Turkish EFL high school learners. Data were collected both quantitatively and qualitatively by means of open-ended questions and writing task scores using an analytic scoring rubric. Forty-six students in two intact classes exchanged both self and anonymous peer feedback through four writing assignments submitted via Edmodo as the digital environment. Participants were categorized as good, moderate and weak in each group and each student exchanged self and peer feedback on four written assignments in reverse order. Findings revealed that both self and peer feedback contribute positively to the revision of papers by student authors as they scored significantly better in the revised versions. Their writing scores indicated improvement in five major components: organization, content, grammar, vocabulary, and format. The participants also reported improvements related to content, grammar and format and indicated a positive attitude towards digital self and peer feedback. Since both digital self and peer feedback were found to be beneficial, EFL teachers should be encouraged to implement them in their writing classes.