Exploring EFL Students' Writing Engagement Using Google Docs as a Peer Feedback Platform

Nanik Sri Rahayu, Nur Mukminatien, Sukarsono, Uzlifatul Masruroh


This study examines the use of Google Docs as a peer feedback platform. This type of inquiry falls under qualitative research with a case study design. Document analysis, in-depth interviews, and observations were used to gather data. The findings revealed that Google Docs could be applied for peer feedback successfully in three phases: before, during, and after. In the pre-phase, the teacher provided students with instructions on using Google documents, peer feedback, making comments, and what to remark. Then, the teacher asked the students to Google Docs peer feedback during the stage. Finally, in the after step, the teacher asked the students to revise the draft based on the comments they got from their peers. The study revealed that applying Google Docs as peer feedback could improve students' writing achievement. The gained achievements were grammar, vocabulary, mechanics, content, and organization. Overall, the findings show that Google Docs are very effective in being the students' platform for peer feedback toward the EFL writing collaboration. Future research should expand the investigation on teachers' experience of applying Google Docs with different research designs.


Keywords: Google Docs, peer feedback, EFL students, writing engagement.

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