Developing a Technology-Mediated Feedback Loop for PBL-Based Senior High EFL Writing

High-quality feedback is central to project-based learning (PBL) writing because authentic projects require multiple drafts, negotiation of meaning, and sustained revision. In many senior high EFL classrooms, however, iterative feedback cycles are difficult to sustain at scale: teacher workload grows rapidly, and teachers have limited visibility into whether and how students use feedback in subsequent drafts. This paper specifies a technology-enhanced feedback cycle (TE-FC) designed for exam-constrained school contexts. The TE-FC integrates (a) structured peer review guided by audience- and purpose-focused prompts, (b) teacher feedforward that targets a small number of high-leverage revisions, (c) student uptake notes that document decision-making about feedback, and (d) lightweight trace indicators drawn from revision histories and comment threads. Trace use is deliberately descriptive and teacher-readable rather than model-driven; it supports instructional decision-making without requiring complex analytics. To develop and evaluate the TE-FC, the paper adopts a qualitatively driven design-based research (DBR) approach, iteratively refining the cycle through classroom implementation and triangulating evidence from observation fieldnotes, student writing portfolios, feedback artifacts, interviews, and descriptive summaries of comments and revisions. The paper contributes a practical workflow, an evaluation plan, and a set of design principles for scalable feedback in PBL writing, emphasizing feasibility, transparency of uptake, and student feedback literacy.