Author(s)

Bicen Luo ¹, Liangyu Mao ¹

Affiliation(s)

¹ Xi'an Jiaotong-Liverpool University, Suzhou, Jiangsu, 215100, China

Corresponding Author

Bicen Luo

ABSTRACT

This article explores EAP instructors' perceptions of collaborative writing (CW) and Microsoft Teams as a collaborative platform at a Sino-British university. Based on a mixed-methods study involving 36 surveyed and 10 interviewed lecturers, findings reveal a critical paradox: while teachers recognize CW's benefits for critical thinking and peer learning, there is still room for discussion about its impact on actual writing quality, due to students' "free-riding," superficial task division, and the tendency to displace Teams with L1-dominant platforms. Actionable pedagogical adjustments, including process-oriented assessment leveraging digital footprints, will be proposed to mitigate these practical challenges.

KEYWORDS

Collaborative Writing; Microsoft Teams; Teacher Perception

CITE THIS PAPER

Bicen Luo, Liangyu Mao. Teacher Perceptions of Collaborative Writing and Microsoft Teams: A Case Study from a Sino-British University. Advances in Educational Technology and Psychology (2026). Vol. 10, No. 1, 127-133. DOI: http://dx.doi.org/10.23977/aetp.2026.100117.

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