Use of Google Docs in Teaching and Learning English Online to Improve Students’ Writing Performance

Authors

DOI:

https://doi.org/10.54855/ijte.222210

Keywords:

writing skill, technology, Google Docs, online learning

Abstract

Writing is regarded as the most challenging skill for almost all English learners because it requires their knowledge of grammatical rules and English structures. Moreover, because of the COVID-19 pandemic, teachers and students could not go to universities. Thus, they had to learn online instead of traditional learning, which created tremendous difficulties for both of them.

Thanks to the development of technology, many vital tools, such as word processing and computer-based activities, have been employed to assist learners in producing high–quality writings. As a result, the researchers chose Google Docs as a medium for teaching writing. The authors conducted a case study to determine the usefulness of Google Docs in developing writing abilities and highlight the obstacles it faces. Additionally, this research focuses on investigating the participants’ attitude toward Google Docs after they use it for their online writing course. The participants in this case study were 45 first-year English-majored students who enrolled in the writing classes at the Academy of Journalism and Communication. They had to study the traditional course for one month and a two–month online English course because of the pandemic. The two survey questionnaires and the assessment of writing samples were used in combination with semi-structured interviews to evaluate if the students’ abilities could be improved or not and investigate whether they had a positive attitude after the course. The findings revealed positive results in students’ writing performance as well as an optimistic view of using Google Docs.

Author Biographies

  • Nguyen Thi Hong Nhung, Academy of Journalism and Communication

    Nguyen Thi Hong Nhung is an English teacher at the Academy of Journalism and Communication. She has nearly 10- year experience of teaching English. She graduated from the University of Languages and International Studies in 2011 and her major is English teaching. Then, she did a Master’s Degree in the English language at Hanoi University and finished the course in 2014. Her research interests are methodology and the English language. She always wants to learn new things and adapt them to make her lessons more effective and attractive.

  • Nguyen Thi Thuy Hue, Academy of Journalism and Communication

    Nguyen Thi Thuy Hue is an English teacher at the Academy of Journalism and Communication. She has been teaching English since 2010. She graduated in English Language Teacher Education from the University of Foreign Languages, Vietnam National University, Hanoi in 2008. She also did a Master of Arts in English studies at Hanoi University in 2013.She always wants to become an experienced teacher with a high moral responsibility; therefore, she has devoted much time to looking for effective teaching methods for her students.

References

Ambrose, R. M., & Palpanathan, S. (2018). Investigating the effectiveness of computer-assisted language learning (CALL) using Google documents in enhancing writing – A study on senior 1 students in a Chinese independent high school. IAFOR Journal of Language Learning, 3(2), 85–112. https://doi.org/10.22492/ijll.3.2.04

Denton, D., & Wicks, D. A. (2013). Implementing electronic portfolios through Social Media Platforms: Steps and student perceptions. Online Learning, 17(1), 125–135. https://doi.org/10.24059/olj.v17i1.316

Fathi, J., Arabani, A. S., & Mohamadi, P. (2021). The Effect of Collaborative Writing Using Google Docs on EFL Learners’ Writing Performance and Writing Self-regulation. Language Related Research, 12(5), 333–359. https://doi.org/10.29252/LRR.12.5.12

Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22–30. https://doi.org/10.21061/jte.v7i1.a.2

Hoa, N. T., & Lap, T. Q. (2021). Investigating the impact of peer FEEDBACK and teacher feedback using google docs on EFL students’ writing performance. European Journal of Education Studies, 8(10), 15–45.https://doi.org/10.46827/ejes.v8i10.3926

Le, M. T. (2021). The Effects of Collaborative Writing to Learners’ Text in terms of Writing Accuracy from Sociocultural Theory Perspective. International Journal of TESOL & Education, 2(1), 54–62. https://doi.org/10.54855/ijte2202014

MacArthur, C. A., Graham, S., & Fitzgerald, J. (2006). Implications of advancements in brain research and technology for writing development, writing instruction, and educational evolution. Handbook of Writing Research, 96–114. Guilford Press

Nguyen, H. T., & Chu, Q. P. (2021). Estimating University Students’ Acceptance of Technological Tools for Studying English through the UTAUT Model. International Journal of TESOL & Education, 1(3), 209–234. Retrieved from https://i-jte.org/index.php/journal/article/view/96

Rahayu, E. S. (2016). Using Google Docs on collaborative writing technique for teaching English to non-English department students. Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 226–236.

Richards, J. C. (2002). Theories of teaching in language teaching. Methodology in Language Teaching, 2(1) 19–26. https://doi.org/10.1017/cbo9780511667190.004

Suwantarathip, O., & Wichadee, S. (2014). The Effects of Collaborative Writing Activity Using Google Docs on Students' Writing Abilities. The Turkish Online Journal of Educational Technology, 13(2), 148–156.

Downloads

Published

21-05-2022

Issue

Section

Research Article

How to Cite

Nguyen, T. H. N., & Nguyen, T. T. H. (2022). Use of Google Docs in Teaching and Learning English Online to Improve Students’ Writing Performance. International Journal of TESOL & Education, 2(2), 186-200. https://doi.org/10.54855/ijte.222210

Similar Articles

1-10 of 107

You may also start an advanced similarity search for this article.