<![CDATA[This study investigated the feasibility of Google Meet as a synchronous electronic feedback tool for writing teaching in higher education. A qualitative dominant mixed methods design was used with purposive sampling to select 25 undergraduate students and two writing professors. Data were collected by means of semi-structured interviews, questionnaires, classroom observations and document analysis. The qualitative data were analysed using thematic analysis and the quantitative data were analysed using descriptive statistics. The results indicated that the real-time interaction, screen-sharing, chat and recording features of Google Meet made it a useful platform for synchronous feedback.The features increased student involvement in the editing process, improved the clarity of feedback, and decreased misconceptions. When feedback was given at the same time, around 80% of those asked said they understood it better, Students’ writing skills improved, particularly in terms of organization, grammatical accuracy and critical engagement with revision exercises. The findings also suggested that contact and feedback literacy were important for students’ development as writers. However, there were some barriers as well, such as the intermittent nature of the internet connection, the differences in digital literacy, and the time it takes to give personalized feedback. The study suggests a hybrid feedback paradigm mixing synchronous and asynchronous methods for improved learning outcomes. It ends with the conclusion that Google Meet is a useful tool for simultaneous electronic feedback. Future research should investigate the long-term impact of synchronous feedback on writing skills development and learner autonomy across different educational contexts.]]>
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