EFL Learners’ Metaphorical Perceptions of Peer Feedback in ICT-mediated Collaborative Writing

While online, information and communication technology (ICT)-mediated collaborative writing (CW) is an adopted activity in English as a Foreign Language (EFL) writing instruction, little research has examined students’ perceptions of peer feedback in this environment in depth. This study explores how learners metaphorically perceive peer feedback during ICT-supported collaborative essay writing activities. A total of 36 English-major students enrolled in a writing course that integrated Google Docs, Padlet, and a Learning Management System (LMS) into collaborative activities were asked to generate metaphors to describe their perceptions of the feedback they received from peers. The findings indicate that students employed a range of conceptual structures to represent their perceptions, reflecting diverse viewpoints on peer feedback in ICT-supported CW contexts. Through their metaphorical expressions, students primarily conceptualized ICT-mediated peer feedback in terms of its perceived value, specifically, its usefulness for writing tasks, the potential emotional or academic cost to recipients, and the unique mode of its delivery. The study demonstrates that metaphor analysis offers valuable insights into students’ perceptions of ICT-mediated peer feedback, particularly in understanding its transformative potential. The findings suggest the necessity of collectively integrating ICT tools into writing instruction and the urgent need to train students in giving and handling peer feedback to enhance their use of ICT in collaborative learning environments.