The Influence of Technology-Enhanced Feedback on Saudi Female EFL Learners’ Writing Gains
DOI:
https://doi.org/10.17507/tpls.1412.33Keywords:
EFL writing, Google Docs, online writing, peer feedback, self-efficacyAbstract
The current study examined the influence of online peer feedback on the writing ability and self-efficacy of female learners of English as a foreign language (EFL) in Saudi Arabia. The participants were 78 learners divided into two experimental groups and one control group. The experimental groups used Google Docs to complete their writing assignments and exchange comments, whereas the control group received traditional teacher feedback. Pre-test and post-test self-efficacy ratings were collected on a scale of 1 to 5. The results yielded that the experimental groups improved significantly in self-efficacy compared to their counterparts in the control group. Based on these findings, using Google Docs for peer feedback is likely to assist in improving writing skills and substantially boost writing confidence. The present study thus contributes to the existing body of literature and to the field of EFL education by emphasizing the potential benefits of peer feedback through digital tools and platforms.
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