Teacher Perceptions of Collaborative Writing and Microsoft Teams: A Case Study from a Sino-British University

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.