Peer, teacher, and self-feedback have been widely applied in English writing courses in higher education. However, few studies have used technology to activate the potential of feedback in project-based collaborative learning or discussed how technology-enhanced peer, teacher and self-feedback may assist students’ writing, promote their critical thinking tendency, or enhance their engagement in learning, so we investigated them in this research. A total of 90 students, 30 in each group, participated in it. They reported their progress at four stages every other week, received peer, teacher, and self-feedback respectively for 10 weeks, and submitted their finalized review articles in week 14. Before the treatment, we evaluated the students’ writing proficiency and critical thinking tendency through a pre-test and a pre-questionnaire survey. After the treatment, we evaluated their collaborative writing products and conducted a post-questionnaire survey to measure their critical thinking tendency and behavioral, cognitive, and emotional engagement in learning. The results indicated that technology-enhanced peer and teacher feedback were significantly more effective than self-feedback in assisting collaborative writing; peer and self-feedback were significantly more effective than teacher feedback in promoting critical thinking tendency, enhancing behavioral and emotional engagement in learning; and teacher feedback was significantly more effective than self-feedback in enhancing cognitive engagement in learning. We also conducted semi-structured interviews to investigate their perception of the three feedback types and the technology-enhanced feedback-assisted collaborative writing experience. Most students enjoyed the writing experience and regarded the use of digital tools effective for its implementation. Based on these results, we suggest that teachers implement more technology-enhanced peer and self-feedback assisted collaborative writing.

同伴、教师和自我反馈已广泛应用于高等教育英语写作课程中。然而，很少有研究使用技术来激活基于项目的协作学习中的反馈潜力，或讨论技术增强的同伴、教师和自我反馈如何帮助学生写作、促进他们的批判性思维倾向或增强他们的学习参与度，所以我们在这项研究中对它们​​进行了调查。共有90名学生，每组30人参加。他们每隔一周报告四个阶段的进展情况，分别接受同伴、老师和自我反馈，为期10周，并在第14周提交最终的评论文章。治疗前，我们评估了学生的写作水平和批判性思维倾向通过预测试和预问卷调查。治疗后，我们评估了他们的协作写作产品，并进行了问卷调查，以衡量他们的批判性思维倾向以及学习中的行为、认知和情感参与。结果表明，技术增强的同伴和教师反馈在协助协作写作方面明显比自我反馈更有效；在促进批判性思维倾向、增强学习中的行为和情感参与方面，同伴和自我反馈明显比教师反馈更有效；在增强学习中的认知参与方面，教师反馈明显比自我反馈更有效。我们还进行了半结构化访谈，以调查他们对三种反馈类型的看法以及技术增强的反馈辅助协作写作体验。大多数学生喜欢写作体验，并认为使用数字工具对其实施有效。基于这些结果，我们建议教师实施更多技术增强的同伴和自我反馈辅助协作写作。