The Use of Google Docs Technology to Support Peer Revision

Semeraro, Jessica; Moore, Noreen S.

doi:10.1108/s2048-045820160000007013

Cited by 8 publications

(5 citation statements)

References 9 publications

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“…These results answer positively the first question related to the extent of the impact of peer feedback in students' essays. These findings are similar to Semeraro and Moore's (2016) who concluded the use peer review facilitated by Google Docs is an effective assessment tool to monitor, guide group instruction collaboration and enhance students' writing process. Students pieces of writing demonstrated the integration of organized and well development of ideas in the writing stages of a particular academic essay.…”

Section: Resultssupporting

confidence: 85%

“…This study appeals to use a peer feedback strategy facilitated by a digital tool known as Google Docs as a solution to improve students' writing skills. According to Semeraro and Moore (2016), educators can use peer review and Google Docs to monitor and guide group instruction and collaboration to enhance students' writing process. There are few studies that explored the role of peer feedback in students' writing essay performance online with positive results (Huisman et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Peer feedback and its impact in the writing process of International Baccalaureate students in a public institution

Vélez-Palacios

Ramírez-Ávila

2023

YUYAY

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This research study aimed at enhancing English language learners’ writing skills to promote communication among them. The process involved five weeks of applying and practicing the stages of the writing process. Twenty-nine high school public EFL students participated in the investigation. They had an A2 – B1 level of proficiency and faced challenges at writing complete and consistent paragraphs. Peer feedback facilitated by Google Docs provided students with opportunities for practicing, interaction, communication, and reflection. The instruments were a pretest-posttest to measure students’ writing improvement. Pre-post surveys were applied to collect the perspectives of students towards peer feedback. Field notes were completed during the group tasks to analyze students’ difficulties in writing activities. Findings report higher scores in the posttest, and a Cohen’s d = 2.98. This suggests that the application of peer feedback in the writing process helped learners improve the quality of their written compositions. Students’ perspectives indicate that this intervention raised their self-confidence, peer communication, and motivation. The difficulties that were observed at the beginning were overcome at the end of the intervention.

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Section: Resultssupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Peer feedback and its impact in the writing process of International Baccalaureate students in a public institution

Vélez-Palacios

Ramírez-Ávila

2023

YUYAY

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“…As part of research on enhancing teacher feedback, technology has been defined as an innovation that should be incorporated in ESL/EFL writing classrooms by teachers when providing feedback on their students' writing (Ali, 2016;Lee, 2004). More specifically, Google doc, which is one of the Web 2.0 technological tools, has been highly recommended by researchers as an effective tool for teachers in tracing their students' writing (Chu et al, 2011;Gillow-Wiles & Niess, 2017; and also providing them with constructive feedback through written comments (Ebadi & Rahimi, 2017;Hidayat, 2020;Semeraro & Moore, 2016). However, so far, empirical research that has investigated what and how teachers use Google doc for feedback on their students' writing is still rare.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Teacher Feedback Via Google Doc in L2 Learners’ Writing

Alharbi

Alqefari

2021

IJLTER

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Academic writing of assignments is challenging for many undergraduate students of English, and therefore, instructors' written evaluative comments are needed to help students obtain information about their performance in such academic written tasks. As a qualitative case study, this study was carried out on one undergraduate course, specifically on the instructor's written comments on 10 learners' peer academic writing of article reports, how students revise their texts in responding to written comments and how they view such comments and academic writing via Google Docs. The data was collected from the written comments, students’ text revisions and a focus group interview. The findings show that the instructor commented on issues and errors at the global and local levels of academic texts directly and indirectly. Quantification of the data illustrated that the instructor provided the five pairs of learners with an overall number of 1440 which targeted 373 (25%) global issues and 1067 (75%) local issues in the writing of the five pairs. In terms of direction, 977 (68%) accounted for direct feedback, while 463 (32%) accounted for indirect feedback. Distribution of the feedback received by the learners varied across the five pairs of students. The findings indicate that most of the learners’ text revisions were made based on teacher feedback (1187/93%), while only 95 (7%) revisions were self-made revisions. The thematic analysis of the follow-up interview underlies students’ perceived value of teacher feedback in improving their writing, their preference for direct feedback on their writing, their perceived role of Google doc in editing their written assignments. Yet, a few students reported a few restrictions of Google Dos-peer writing and editing. The current study implied that teachers should act as mediators, be aware of the role of feedback in facilitating their students’ development of writing and misinterpretation and confusion their feedback can cause to our students in the process of writing revision, and decide what issues their feedback needs to target, focus on what issues actually challenge their learners in writing. Finally, feedback practices should be made innovative through integration of technological tools.

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“…Other studies on feedback patterns and revision have reported that peer feedback on Google Docs targets both global and local comments (Alharbi, 2020;Bradley & Thou€ esny, 2017), facilitates revisions (Alharbi, 2020), e.g. adding information to support organisation of their writing at sentence level (Semeraro & Moore, 2016).…”

Section: Google Docs In Esl/efl Writing Researchmentioning

confidence: 99%

Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing

Pham

2021

Computer Assisted Language Learning

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This study investigates how two feedback forms and sequences influence peer feedback and revision. The two feedback forms included: written asynchronous computermediated communication (hereafter WACMC) in Google Docs and traditional oral face-to-face interaction (hereafter OF2F). These two forms were used in two sequences: WACMC followed by OF2F (WACMC-OF2F) and OF2F followed by WACMC (OF2F-WACMC). Participants were twenty-six Vietnamese EFL students. After feedback training, students completed four writing tasks, provided feedback in pairs, and finally revised their work. This study employed a mixed-method approach. Written and oral feedback, student revision, as well as student interviews were collected, transcribed, coded, and analysed. Pairedsamples t-tests and ANOVA tests were employed to compare student feedback and revision in the two forms and sequences. The findings showed that: (1) more revision-oriented comments were associated with the WACMC form and with the WACMC-OF2F sequence; (2) written comments had a higher uptake rate in both sequences; (3) global revisions were more often found in the WACMC-OF2F sequence; (4) while students perceived WACMC feedback in Google Docs as more helpful than OF2F feedback, most suggested using both feedback forms. Pedagogical implications for the L2 writing class will also be included.

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The Use of Google Docs Technology to Support Peer Revision

Cited by 8 publications

References 9 publications

Peer feedback and its impact in the writing process of International Baccalaureate students in a public institution

Peer feedback and its impact in the writing process of International Baccalaureate students in a public institution

The Impact of Teacher Feedback Via Google Doc in L2 Learners’ Writing

Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing

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