Abstract:
The current study investigates the effect of technology-assisted peer feedback on
ESL learners’ argumentative writing of Pakistani ESL learners and also aims to explore
the role of Google Docs in improving the global features of argumentative essays. A
quasi-experimental research design is used and a total of 40 students are selected through
random sampling to participate in this study. Global features of the argumentative essays
are assessed three times (pre-test, immediate post-test and a delayed post-test) during the
study. This study is based on Vygotsky’s socio-culture theory under the zone of
proximal development. For the data analysis, independent t-test is used to know if any
differences exist in the writing performance of students at the pre and posttests and if the
Google Docs has a significant role in improving the global features of argumentative
essays in new text. The results show that there is a significant difference in the writing
performance of students at the pre and posttests and Google Docs improve the global
features of argumentative essays in new text
