<![CDATA[Digital technology has been increasingly integrated into higher education in recent decades, changing the landscape of teaching and learning, especially in writing classrooms. One innovative approach is the use of synchronous electronic feedback, in which instructors give comments on students’ writing through online platforms like Google Meet. This is a study of how revision practices in writing courses are transformed through the synchronous feedback method of Google Meet among university students. The study assesses the impact of real-time feedback on students’ writing quality, engagement, and revision strategies. Students’ experiences and perceptions of synchronous feedback sessions were explored using a qualitative descriptive approach. Data were gathered from classroom observations, interviews, and students’ revised drafts. The data shows that electronic feedback was synchronous and it improved students’ comprehension of revision, increased engagement in the activity, and promoted co-learning for teachers and students. Moreover, the real time feedback helps learners rectify errors and implement advice better. The study also notes challenges, including technological limitations and students’ differing levels of digital literacy. Overall, these results imply that utilizing synchronous feedback through Google Meet may represent a beneficial pedagogical tool to enhance writing instruction at the post-secondary level.]]>
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