Impact of Technology Enhanced Cooperative Learning based of Dialogic Feedback Strategy on Students' Learning Effectiveness

Abstract

As advances in technology continue, essay writing remains an essential skill in higher education. However, the use of technology in essay writing has not been properly optimized or widely utilized in educational practices. As a result, students frequently fail to effectively use technology tools, limiting their effectiveness in promoting cooperation and improving writing outcomes. This study will investigate how combining dialogic peer feedback with the technology-enhanced collaborative writing methods may foster critical thinking, metacognition skills, and learning motivation in student essays. This research adopts Dialogic Feedback Theory as a framework to examine how collaborative interactions facilitated with technology improve student engagement and writing skills through peer feedback. Data is collected utilizing a mixed-methods approach, which includes pre- and post-study surveys as well as collaboratively edited essay drafts on an online collaborative writing platform. Paired t-tests measure will be progressed after integrating technology and peer feedback. The results of this research demonstrate that an integrated learning approach that combines dialogic peer feedback with technology-enhanced collaborative writing methods enhances students' critical thinking, metacognition skills, and motivation in essay writing. The study additionally indicates a strong correlation between these three skills, which have a direct impact on university students' essay writing abilities.