A Case Study of ASEAN EFL Learners’ Collaborative Writing and Small Group Interaction Patterns in Google Docs

Kitjaroonchai, Nakhon; Suppasetseree, Suksan

doi:10.5539/elt.v14n5p89

Cited by 6 publications

(5 citation statements)

References 50 publications

(118 reference statements)

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“…In terms of the beneficial effects of Google Docs, the result of this study support the previous research which also found promising results for web-based environments (Ahmad, 2020;Alghasab et al, 2019;Alsubaie & Ashuraidah, 2017;Bikowski & Vithanage, 2016;Kitjaroonchai & Suppasetseree, 2021;Moonma, 2021;Neumann & Kopcha, 2019;Wichadee, 2013;Yeh, 2021). Previous research has also shown that Google Docs facilitates collaborative writing and improve L2 writing skills (AlCattan, 2014;Alsubaie & Ashuraidah, 2017;Li & Storch, 2017;Neumann & Kopcha, 2019).…”

Section: Discussionsupporting

confidence: 86%

Collaborative Writing on Google Docs: Effects on EFL Learners’ Descriptive Paragraphs

Valizadeh

2022

ijeltal

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Google Docs has recently been suggested as an efficient collaborative tool for group writing. This experimental quantitative study, including pretest-treatment-posttest design, aimed at comparing the effects of collaborative writing on Google Docs and individual writing practice on EFL learners’ descriptive paragraphs. The participants were 48 Turkish EFL learners at pre-intermediate level of proficiency, based on their performance on Oxford Placement Test. The participants were assigned to two groups. One group, including 24 participants, experienced collaborative writing on Google Docs plus researchers’ comments as feedback (CWGD group). The other group, including 24 participants, experienced individual writing practice plus researcher’s direct corrective feedback (IWP group). The results of the independent samples t-test indicated that the CWGD group significantly outperformed the IWP group. In conclusion, collaborative writing Google Docs environment can enhance the writing skill of the EFL learners. Therefore, the study highly recommends utilizing collaborative writing on Google Docs to practice English language writing skill.

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Section: Discussionsupporting

confidence: 86%

Collaborative Writing on Google Docs: Effects on EFL Learners’ Descriptive Paragraphs

Valizadeh

2022

ijeltal

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“…Students' views on writing in pairs and small groups were investigated by Kitjaroonchai and Suppasetseree (2021), who did not favor using any particular group structure for their study. Researchers discovered that students who wrote their papers in pairs enjoyed doing so since it gave them more opportunities to contribute to the educational process.…”

Section: Literature Reviewsmentioning

confidence: 99%

A Model of Collaborative Writing Technique to Enhance Students’ Writing Fluency

Lopres¹,

Lactam²,

Sia³

et al. 2023

WJEL

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The advantages of collaborative writing on students' writing correctness have received much attention from researchers, but the benefits of this method on students' writing fluency have not been shown. Not only that, but no research up until now has looked at how students might work together to write argumentative essays. This essay aims to address such knowledge gaps. A total of 62 college sophomores with an English major participated in the research. One area where the two groups were treated differently was during the writing phase. While the 25 students in the control group worked together on an outline and developed ideas for an essay, the thirty-five students in the experimental group wrote their papers as a group. The pre-tests, post-tests of both individually and jointly produced papers, and the semi-structured interviews administered to the students provided the data for this study. The research finds that students' writing fluency improved significantly in group and individual writing tasks after engaging in collaborative writing. In addition, the research developed a helpful framework for collaborative writing tasks that may be used in writing schools.

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“…The results can also reveal a group or individual's writing process, written product and progress that instructors can then scrutinise to adjust their instruction for re-teaching and remediation in real time. Kitjaroonchai and Suppasetseree (2021), who studied the use of a text mining tool, namely DocuViz, to visualise students' CW behaviours while writing an essay in Google Docs, found that personal goals and team roles influence students' contribution and unequal and non-mutual engagement in task negotiation may be caused by students' low-level proficiency and negative attitudes towards collaborative task. In Steinberger's (2017) study, the findings suggested that instructors be aware of legal and ethical issues when implementing SCW.…”

Section: Synchronous Collaborative Writing (Scw) Instructionmentioning

confidence: 99%

“…Students' goals play a significant role in their contribution to SCW (Kitjaroonchai & Suppasetseree, 2021). Realistic, clear, concise and measurable goals are necessary for developing specific learning objectives and assessments.…”

Section: Goalsmentioning

confidence: 99%

Synchronous collaborative writing instruction in a university EFL context: Challenges and solutions

Chanwaiwit¹,

Inpin²

2021

WJET

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This study explored EFL instructors’ perceptions and practices to identify challenges of teaching synchronous collaborative writing (SCW) and then proposed solutions to the problems. The instructor survey of practices in online English writing instruction was sent to 52 instructors from 15 regional universities in Thailand; 51 responded to the survey and, after selection, 24 participants were included. Data also included classroom observations and interviews. The participants felt unprepared to teach SCW because of insufficient online pedagogical skills in engaging students in the classroom and a lack of technology skills in managing online classrooms, facilitating real-time collaborative writing and giving objective formative assessments. The findings suggest that EFL instructors improve their teaching quality regarding student engagement, goals, content, tools, classroom management strategies, instructor and student roles, SCW activities and assessment. These discoveries enable educators to develop contextualised guidelines for SCW practices and suggest initial preparation for EFL cyber education. Keywords: Online learning challenges, synchronous collaborative writing, EFL writing teaching practices, EFL writing instruction

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A Case Study of ASEAN EFL Learners’ Collaborative Writing and Small Group Interaction Patterns in Google Docs

Cited by 6 publications

References 50 publications

Collaborative Writing on Google Docs: Effects on EFL Learners’ Descriptive Paragraphs

Collaborative Writing on Google Docs: Effects on EFL Learners’ Descriptive Paragraphs

A Model of Collaborative Writing Technique to Enhance Students’ Writing Fluency

Synchronous collaborative writing instruction in a university EFL context: Challenges and solutions

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