Collaborative Writing and Peer Feedback Practices Using Google Docs

Abstract

This paper explored how six senior high school students can be supported to write collaboratively using Google Docs. It also identified types of feedback provided by the students during the collaborative writing activities. The present study employed case study involving six students. The data were collected through interviews, the students' chat room discussion, and their peer feedback practices in Google Docs. Students' feedback analysis was adopted from Weigle's ( 2002) writing rubric and Widarsih and Suherdi's feedback analysis (2019). The discussion was then coded according to students' discussion when generating idea, organizing the text, and revising their texts. The results of the study indicated that the use of Google Docs supported the students' collaborative writing and peer feedback practices. Features available in Google Docs that were frequently used by the students are chat room and comment. These features were particularly useful for generating ideas, organizing the text structure, and constructing sentences.