Exploring Technology-Supported Peer-Written Feedback in an L2 Chinese Collaborative Writing Project in Google Docs
This study investigated technology-supported peer-written feedback (PWF) provided by intermediate Chinese learners during a computer-mediated collaborative writing (CW) project implemented in an L2 Chinese classroom. Based on how students provided PWF to their group members’ texts using the suggesti...
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| Format: | Article |
| Language: | English |
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National Council of Less Commonly Taught Languages
2025-07-01
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| Series: | Journal of the National Council of Less Commonly Taught Languages |
| Subjects: | |
| Online Access: | https://ncolctl.org/wp-content/uploads/2025/07/vol38-p3.pdf |
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| Summary: | This study investigated technology-supported peer-written feedback (PWF) provided by intermediate Chinese learners during a computer-mediated collaborative writing (CW) project implemented in an L2 Chinese classroom. Based on how students provided PWF to their group members’ texts using the suggesting mode from Google Docs outside of class, the current study specifically examined the nature of PWF in terms of frequency count, type, focus, and resolution. Results indicated that students gave significantly more language-related PWF than content-related PWF to their peers’ writing, suggesting that students showed greater attention to linguistic forms when providing PWF. Among the language-related PWF, more grammatical PWF was provided than lexical and mechanics PWF. When it comes to the resolution of PWF, it was found that significantly more PWF was resolved correctly compared to those resolved incorrectly and those left unresolved. These findings suggest that students could identify and correct form-focused issues in their peers’ texts and appeared to be not hesitant about correcting one another in a CW context. The incorporation of Google Docs into PWF allowed students to actively engage in the feedback process and language choice deliberations. This study adds to the body of evidence that PWF used during CW supports L2 learning and sheds light on the merits of incorporating computer-mediated collaboration tools into PWF in L2 writing classrooms. |
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| ISSN: | 1930-9031 2689-2979 |