THE EFFECT OF GOOGLE DOCS-BASED COLLABORATIVE WRITING ON SECONDARY SCHOOL L2 WRITING QUALITY. The study also explored students' and classroom teachers' perceptions of Google Docs-based collaborative writing (GDBCW).
Introduction
- Overview
- Research Problem
- Purpose of the Study
- Significance of the Study
- Research Questions
- Organization of the Thesis
The final chapter discusses the main findings of the study in light of existing research on GDCW and the research questions posed to the study. In addition, a number of theoretical and pedagogical implications and recommendations for future research into Google Docs-based collaborative writing will be made based on the findings of the study.
Literature Review
Overview
Cooperative Versus Collaborative Learning
While cooperative learning activities aim to improve students' cognitive and social skills, the goal of collaborative learning is to "educate students with knowledge. Thus, in collaborative learning activities, as Dillenbourg (1999) points out, the relationship between learners is based on the help provided by more able learners to less well-informed learners.
Defining Collaborative Writing
Finally, the division of labor among group members in cooperative learning contrasts with the collective work of cooperative learning, which requires the contribution of all members to accomplish a single task through interaction and negotiation. Based on this definition, a collaborative text must be achieved through collaborative processes, including all stages of writing, beginning with outline, planning, and drafting, and ending with one final draft.
Research Interest in Collaborative Writing
Theoretical Foundations of Collaborative Writing
- Collaborative Writing and the Comprehensible Output
- Collaborative Writing and the Sociocultural Theory
- Collaborative Writing and Development of L2 Writing
Their common use of language resulted in the building up of new linguistic knowledge which they used for. SCT in particular has given rise to the next motive that encouraged the switch in.
Computer-Mediated Communication (CMC) in L2 Contexts
- Collaborative Writing and Computer-Mediated
In the next section, I will outline the history, scope, advantages and disadvantages of computer-mediated CW. In his same review of computer-mediated CW, Li (2018) found that the most used tool for CW writing in L2 teaching has been wiki pages.
Research Strands in Computer-Mediated Collaborative
Although most studies on computer-mediated CW have largely been driven by a process-oriented approach (Storch interest in the writing outcomes has led another important line of research in this domain. Other negative perspectives have revealed dissatisfaction with computer-mediated CW due to their unappreciated contributions by other group members (e.g. Ducate et al.
Major Technological Tools Utilized in Computer-Mediated
According to Li (2018), most participants of computer-mediated CW reported multiple advantages of their experiences such as benefiting from the diverse opinions of their peers on the topic (e.g., Kost, 2011; Li & Zhu, 2013) and improved language skills resulting from language practice with peers as in Ducate et al. On the other hand, some studies reported less positive attitudes toward computer-mediated CW, reflecting the challenges faced by participants in these studies. For example, Miyazoe & Anderson (2010) compared the effect of forum, blog and wiki use on L2 student learning outcomes during a blended learning course focusing on four language skills including speaking , listening, reading and writing.
One of the tools that has been exhaustively researched in relation to CW is the wiki. The last tool that has recently gained the interest of CW researchers is Google Docs (GD).
Google Docs as a Platform for Collaborative Writing
- Studies on Google Docs-Based Collaborative Writing
The study also investigated the effect of applying GDCW on the degree of student collaboration and explored students' perceptions of GDCW. The results from data analysis showed that the performance of students in the GD group was superior to face-to-face. Furthermore, data from the student survey indicated that two-thirds of the CW group expressed positive perceptions of the GDCW experience.
Data was collected from students' participation during the face-to-face trial and GD revisions done by the learners in the online modalities. In addition, students' perceptions confirmed the usefulness of GD for both individual and group writing.
Summary and Synthesis of Research
Research on CW in general and computer-mediated CW has demonstrated the benefits of collaborative writing in terms of improving classroom pedagogy and achieving better quality L2 writing. Therefore, given the positive effects cited by previous research studies, especially regarding the role of Google Docs in improving collaboration in distance learning modes, and the positive attitudes and perceptions of students about it, it is important to expand the territories of research to include a wider spectrum of students from different educational backgrounds in the context of the United Arab Emirates. Finally, a major contribution of this current study is that it is the only study on GDCW, to date, that has been conducted in a fully distance learning context in the United Arab Emirates; a way of teaching and learning that has been adopted due to the extraordinary circumstances of the COVID-19 pandemic in the country and the world at large.
Obviously, distance learning is not a new way of communication in the world, as it is used in various educational institutions around the world. The next chapter will present the methodology used in the design of the current study.
Methodology
- Overview
- The Education System in the UAE
- Education and the UAE National Agenda 2021
- Public Schools in the UAE and Abu Dhabi
- New Emirati School Model
- Educational Streams in UAE Public Schools
- English Language Education in the UAE
- English Language Curriculum in Public Schools
- Bridge to Success Textbook
- Participants
- Research Design
- Data Collection Tools and Procedure
- The Pertest
- Treatment
- The Posttest
- Student Survey
- Teacher Interview
The education system in the UAE consists of the following sectors: Kindergartens, public schools, private schools, charter schools and higher education (Government.ae, 2018). Previously, the Emirate of Abu Dhabi had its own curriculum that was different from that taught in the rest of the UAE. According to Warner and Burton (2017), the UAE has the largest number of English medium schools in the world.
However, the teacher participating in the study reported impressive and regular student attendance during the first term. The pretest was scored by two trained raters, English teachers, including the researcher himself and the teacher participating in the study.
Results of the Study
- Overview
- Research Question 1: Effect of Google Docs-Based
- Research Question 2: Students’ Perceptions of Google
- Research Question 3: How Does the Classroom Teacher Feel
- Recurring Themes
- Students’ Perceptions Towards Collaboration
- Students’ Preferences
- Challenges and Difficulties
- Benefits of Google Docs-Based Collaborative Writing
- Summary and Conclusion
For example, Maitha pointed out that it made it easier for the teacher to correct students' mistakes. The last question in the teacher interview was related to the impact of using Google Docs for writing activities on students' motivation, anxiety and creativity. Based on the students' survey and the teacher's interview, it was reported that GDCW has the following advantages in English writing.
In addition, the chapter presented a thorough review of the findings of the student survey and teacher interview, which were mostly Finally, a thematic synthesis and analysis was used to extract recurring themes prevalent in the student survey and teacher interview.
Discussion and Conclusions
Overview
Discussion of the Results
- Research Question1: Does Google Docs-Based CW
- Research Question 2: What are the Students’ Perceptions
- Research Question 3: How Does the Classroom Teacher
However, the results of the current study are inconsistent with findings from previous research that found a significant effect of CW on students' writing quality (see, e.g., Bikowski & Vithanage, 2016; Strobl, 2014). The study took place with the onset of the COVID-19 pandemic, which brought about the complete shift to online education in the UAE. This time constraint issue is considered one of the most challenging obstacles to the implementation of proper, effective CW activities.
Student perceptions and preferences expressed in the student survey helped shed light on their perceptions of the advantages and disadvantages of CW using Google Docs. Most of the challenges the teacher reports stem from external factors that can be overcome with strategic planning and training.
Implications
In addition, data from the teacher's interview provide support for student feedback regarding the advantages and disadvantages of GDCW. The teacher as well as the students shared similar opinions about the benefits of GDCW, such as facilitating the sharing of ideas, sending and receiving instant feedback, and co-. The importance of the teacher and students agreeing on the effectiveness of GDCW as a teaching approach is promising, as it is sometimes frustrating for teachers to realize that an apparently successful teaching method may not be so popular with students.
For example, one of the challenges faced by the classroom teacher during the GBCW activities was the issue of time constraints. Expecting teachers to cover a large part of the curriculum, regardless of the quality of teaching and learning, is an obstacle that faces not only CW, but the proper educational process in general.
Limitations and Recommendations for Further Research
Furthermore, a deep understanding of what CW entails must be achieved by educational leaders, including school administrators and policy makers, to ensure that the application of such a pedagogy is carried out appropriately and systematically. The second limitation is that the time allotted for each CW activity was short, which was 10–12 minutes per activity. She mentioned that period time was greatly reduced from 45 to just 30 minutes, which was barely enough time to cover her target learning units.
Since such a CW activity consists of several phases, including brainstorming, planning, drafting, editing, proofreading and writing the final draft, the time must be significantly longer, e.g. between 20-25 minutes. Indeed, there is a real need to explore the potential of implementing CW in younger students.
Conclusion
Task-based language learning and teaching. 2008), Investigating grammatical difficulties in second language learning: Implications for second language acquisition research and language testing. The impact of task complexity on patterns of. interaction during web-based asynchronous collaborative tasks. Small group interactions in Wiki-based collaborative writing in the EAP context (Publication No Doctoral dissertation, University of South Florida].
Conference on Social and Cognitive Aspects of Second Language Learning and Teaching, University of Auckland, New Zealand, 12-14 April. Effects of blog-supported collaborative writing on the writing performance, writing anxiety, and perceptions of EFL college students in Taiwan.
Did the activity have any effect (positive or negative) on your confidence in your writing ability. Did the activity have any effect (positive or negative) on your other language skills (eg speaking, reading, listening)? Please elaborate. لﺆﺴﻟا 7 ﻰﻠﻋ) ىﺮﺧﻷا ﺔﯾﻮﻐﻠﻟا ﻚﺗارﺎﮭﻣ ﻰﻠﻋ (ﻣﺳ ﻥﺎﻳ ﻟا ) ﺮﯿﺛﺄﺗ يأ طﺎﺸﻨﻠﻟ ﺎﻛ ﻞﻧ. Do you think that using Google Docs has helped you to collaboratively create a better piece of text.
Do you feel more comfortable editing your classmate's writing using Google Docs than using paper-based writing in class? Do you find teacher feedback on your writing more helpful using Google Docs?
What are the biggest difficulties/challenges you faced while implementing collaborative writing using Google Docs. What is the impact of using Google Docs for writing activities on student motivation, anxiety, and creativity.
