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Recently, there has been an improvement the use of online peer assessment in the classroom and other language learning setting. Despite of many studies, applying online peer assessment has been found for some positive effects on learning process; meanwhile, the results of this study were mixed, positive effects as well as negative effects. This study was focused on investigating EFL students regarding their perceptions and practices of implementing online peer assessment in the classroom language learning. In this mixed method study, there were 66 Senior High School and Junior High School students were surveyed to identify their perceptions and practices in conducting online peer assessment. Open-ended questionnaire with 15 EFL students were also conducted randomly, and were analyzed using thematic analysis. The results indicated that the students perceived positive and negative attitude on practicing online peer assessment, perceived fairness of peer comments, and described personal learning experiences. Besides, in perceiving affective feedback, the students showed a positive attitude toward online peer assessment; meanwhile, their attitude toward the system seemed to be negative feeling because they faced difficulty to deal with some technical problems. These findings provide important evidence on how the EFL students perceived the implementation of online peer assessment in the learning process.