The Effect of Google-Mediated Collaborative Writing on English as a Second Language Students’ Global and Local Writing Features

SAGE Open, Journal Year: 2024, Volume and Issue: 14(4)

Published: Oct. 1, 2024

In recent decades, web-based collaborative writing has become popular as a technical technique for improving collaboration. The study explored the effect of Google-mediated (henceforth GMCW) and face-to-face FTFCW) on developing English Second Language ESL) students’ global local features (organization, development, cohesion, structure, vocabulary, mechanics). Despite emphasis language instructors in Saudi universities place skills, students still face challenges achieving proficiency writing. included 46 male at level 3 from Qassim University Department. An experimental was used, along with post-questionnaire, additional material to collect perceptions. addition using independent t-test compare mean post-test two groups, paired used pre-test same group. researcher two-by-two mixed ANOVA examine how (such organization, cohesion) changed when they collaborated or via Google Docs. results showed that greater than all features, difference statistically significant. questionnaire revealed raised confidence, encouraged teamwork, instructed engage peer feedback, increased their willingness use Docs further assignments. benefited more terms quality accuracy (mechanics structure). did not pay attention form (spelling, punctuation, contrast, perceptions aspects negatively impacted cohesion. focused essay structure) content cohesion).

Language: Английский

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Google Docs for improving students’ collaborative scientific writing

Innovations in Education and Teaching International, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 14

Published: Dec. 10, 2024

This study explores the outcomes of using Google Docs for collaborative scientific writing and associated student perceptions. The included a total 35 undergraduate students from educational sciences programme. All participated in pre- post-test design experiment 10 were randomly selected to attend interviews. revealed three key findings: (a) there was positive correlation between frequency interactions with (edits, comments, revisions) improvement writing; (b) significant link observed duration dedicated activities quality individual contributions, indicating that extended involvement leads more substantial input; (c) perceived be useful, satisfactory, easy-to-use, engaging, interactive tool enhances their productivity writing. results highlight usefulness supporting effective higher education settings.

Language: Английский

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Google Docs to Manage an EFL Writing Class: How It Helps and What to Prepare

Deleted Journal, Journal Year: 2022, Volume and Issue: 8(2), P. 97 - 109

Published: Nov. 30, 2022

Google Docs has been reported by many researchers as a tool that facilitates EFL students’ performance enhancement in writing class, but the facts using this from teachers’ point of view managing class still lack attention. This article aims to describe how can assist teachers classes well strategies be carried out optimize use tool. Using narrative inquiry, study employed teacher’s narratives and documentation activities on Docs. Thematic coding was done highlight meaningful experiences. It revealed assisted both students terms proofreading, giving feedback, recording activities. However, during tool, sort challenges might hinder progress, such ignorance helpful features failure complying with instructions. Therefore, English prepare some i.e. clear rules instructions, having conferences synchronous interaction more often Docs, building up responsibility for learning progress. implies technology itself doesn’t guarantee improvement writing, ability contribute

Language: Английский

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EXPLORING THE USE OF ADAPTIVE LEARNING TECHNOLOGY IN HIGHER EDUCATION WRITING CLASSES: STUDENTS’ PERSPECTIVES

VNU Journal of Foreign Studies, Journal Year: 2022, Volume and Issue: 39(4), P. 16 - 38

Published: Aug. 31, 2022

This study investigates students' perspectives on using Adaptive Learning Technology (ALT) in writing classes higher education. The ALTs used include Grammarly as an Automated Writing Evaluation (AWE), Quizizz Content Application (ACA), and Google Docs Miro Digital Platforms (DWP). Underpinning Bloom’s Taxonomy, this mixed-methods research design combining a questionnaire adapted from Nguyen (2022), Gohar El-Ghool (2016) well observation checklist were employed to collect both quantitative qualitative data overall attitudes toward ALT, perceptions of its utility, satisfaction with implementation, challenges, recommendations. findings indicate that students generally had positive attitude towards particularly capacity provide personalized feedback support for specific learning requirements. However, obstacles such technical difficulties the need teachers receive adequate training must be addressed. additionally suggests several recommendations implementation ALT classes.

Language: Английский

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How supervisors provide and students react to EAL thesis supervision: Voices from Sweden and Indonesia

Frontiers in Education, Journal Year: 2023, Volume and Issue: 8

Published: March 2, 2023

Introduction Thesis supervision is a critical part of students’ academic literacy development. Previous research has shown different dimensions this development with limited attention to cross-cultural aspects. In particular, there been little on how students and supervisors negotiate practices in non-anglophone contexts. This study aimed explore supervisors’ reported priorities experiences regarding the provision reception feedback English as an Additional Language thesis supervision. Method We conducted qualitative case illuminate supervisor’s Sweden Indonesia. It involved 39 participants (14 25 students) from one Swedish three Indonesian universities. One-on-one semi-structured interviews were analyzed thematically using Biesta’s functions education, Habermas’ communicative action theory, perspectives literacy. Findings Firstly, we found that had priorities. described prioritizing content-focused facilitate socialization into writing. Conversely, most expressed balancing content- form-focused greater emphasis qualifying teachers. Despite these differences, both contexts tended isolate language use discipline-specific values practices. Secondly, largely instrumental orientation achieving their goals frustrated by phrasing questions. Many unfamiliarity necessary methodologies theoretical frameworks, which made difficult decode. Discussion Since only few viewed support for process learning, calls clear communication about intention through However, cannot solely be responsibility but must embedded curriculum courses.

Language: Английский

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