Investigating the Perceptions of Pakistani ESL Learners about Written Peer’s Electronic Feedback through Google Docs

Abstract

The study aims to investigate the perception of Pakistani ESL learners about written peer electronic feedback through Google Docs. Teachers find it difficult to give each student individualized feedback in a classroom setting due to time and attention constraints. Due to this reason, students might not get the help they need to clear their misconceptions and enhance their writing abilities. This study closes a significant gap in the field of education by assisting Pakistani ESL students in overcoming anxieties and misconceptions through digital feedback exchange. This study uses a qualitative research approach to investigate about the perception of Pakistani ESL students. Purposive sampling technique has been used for purpose to select only those students who have one month prior experience of using Google Docs as a Peer Feedback Tool. Research participants belong to the first semester of Software Engineering department of COMSATS university Islamabad, Lahore campus. Total forty students (male and female) have participated in the research. Semi-structured interviews were conducted for the purpose to seek the perception of participants. After collecting the research data from participants, it was thematically analyzed on Nvivo Software version 14. In the research, it has found that, students have positive opinions about utilizing Google Docs for peer electronic feedback. They like how effective it is in facilitating frequent and insightful feedback sessions. While few students have also showed their concern about the unequal amount of feedback, which everyone has received. This study is insightful for the teachers, educators and policy-makers who want to help Pakistani ESL students in enhancing their writing skills