Feedback and revision in cloud-based writing

Variations across feedback source and task type

Authors

  • Soobin Yim University of California, Irvine Author
  • Binbin Zheng Michigan State University Author
  • Mark Warschauer University of California Author

DOI:

https://doi.org/10.1558/wap.32209

Keywords:

Collaborative writing, Google docs, Technology, Feedback

Abstract

Collaborative writing is one of the twenty-first century writing competencies critical for college and career success. Technology-enhanced writing platforms, such as Google Docs, can serve as effective media for written collaboration. Although cloudbased tools such as Google Docs are increasingly used in secondary schools, little is known about how students collaboratively write in these environments, including how feedback sources and types of tasks affect collaborative writing patterns. This study examined the content of feedback and revision in 424 Google Docs written by 145 sixth grade students to understand the variations in feedback and revision patterns across key contextual factors: the source of feedback (i.e., teacher vs. peer) and assigned task type (i.e., argumentative, narrative, report). We conducted a qualitative content analysis of feedback and revision, followed by Chi-square and ANCOVA analyses. With regards to variations across feedback sources, we found that teacher feedback addressed more macro-level features (e.g., content, organization) whereas student feedback focused more on micro-level features (e.g., mechanics, conventions), and neither teacher nor peer feedback led to subsequent revisions. With regards to variations across task types, we found that among the three writing genres, the narrative genre had the greatest number of coauthors and feedback activities, and most of these activities consisted of affective feedback or direct edits. In contrast, in the report genre, the feedback activities tended to focus on content and organization, and the language functions of both feedback (e.g., advice, explanation) and revision (e.g., acknowledging, clarifying) were most evident in the report genre. We discuss the implications of these findings for the design and implementation of technology-based collaborative writing tasks in academic settings, as well as the limitations and directions for future studies.

Author Biographies

  • Soobin Yim, University of California, Irvine

    Soobin Yim is a doctoral student in the School of Education at University of California, Irvine, specializing in Language, Literacy, and Technology.

  • Binbin Zheng, Michigan State University

    Binbin Zheng is an assistant professor of Teaching and Learning in the College of Human Medicine at Michigan State University. Her research focuses on using emerging technologies to enhance literacy education and medical education.

  • Mark Warschauer, University of California

    Mark Warschauer is a Professor of Education at the University of California, Irvine. His research interests include digital media and literacy. He is the founding editor of Language Learning & Technology journal and inaugural editor of AERA Open.

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Published

2018-04-25

Issue

Section

Research Matters

How to Cite

Yim, S., Zheng, B., & Warschauer, M. (2018). Feedback and revision in cloud-based writing: Variations across feedback source and task type. Writing and Pedagogy, 9(3), 517-553. https://doi.org/10.1558/wap.32209

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