A Mixed Methods Analysis of the Effect of Google Docs Environment on Efl Learners’ Writing Performance and Causal Attributions for Success and Failure

Seyyedrezaie, Zari Sadat; Ghonsooly, Behzad; Shahriari, Hamid; Fatemi, Azar Hosseini

doi:10.17718/tojde.34418

Cited by 20 publications

(33 citation statements)

References 30 publications

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“…For instance, a review of technology in foreign language classrooms finds that a wiki can support open-editing of content, enable collaboration on in-class projects, and help students and teachers to find information (Golonka, Bowles, Frank, Richardson, & Freynik, 2014). Web-based writing tools, such as Google Docs, extend classroom interactions to out-of-class, where college students, who often have difficulties meeting face-to-face, work on their collaborative writing projects with ease and efficiency (Davey, Bozan, Houghton, & Parker, 2016;Seyyedrezaie, Ghonsooly, Shahriari, & Fatemi, 2016;Zhou, Simpson, & Domizi, 2012).…”

Section: Collaborative Technologies In Writing Classroomsmentioning

confidence: 99%

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

Woodrich

Fan

2017

JITE:Research

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Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration.

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Section: Collaborative Technologies In Writing Classroomsmentioning

confidence: 99%

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

Woodrich

Fan

2017

JITE:Research

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“…The source of data collected was questionnaires, such as studies of Zhou, Simpson, and Domizi (2012), Seyyedrezaie, Ghonsooly, Shahriari, Fatemi (2016), Suwantarathip, and Wichadee (2014), Han and Shin (2017) and Alsubaie and Ashuraidah (2017). Other studies used tests (e.g., Alsubaie & Ashuraidah, 2017;Geiller, 2014;Han & Shin, 2017;Seyyedeh & Seyyedrezaie, 2017;Seyyedrezaie et al, 2016;Suwantarathip & Wichadee, 2014). Two studies conducted interviews (Alsubaie & Ashuraidah, 2017;Ebadi, & Rahimi, 2017).…”

Section: Studies That Utilized Google Apps In the Learning And Teaching Of Writingmentioning

confidence: 99%

A Review of Research into Google Apps in the Process of English Language Learning and Teaching

Amin¹

2020

AWEJ

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web 2.0 applications and tools.Web 2.0 means the second generation of the internet, which gives users access to add, modify, comment, and share content and information. Several web 2.0 applications developed for open use. Examples include Wikis, DropBox, Blogs, Evernote, SkyDrive and Google Apps, etc. These web-based Apps for learning are productive and collaborative. Besides, all these applications are exciting and easy to use for both learners and their instructors. Previous studies concluded that most students have positive attitudes towards the learning that utilizes web applications (Lin & Jou, 2013). Google offers some types of these web Apps for education and communication (Downes, 2007;Miller, 2011).Chinnery ( 2008) introduced the acronym GALL (Google-assisted language learning). He emphasized that Google has pedagogical uses since its tools are communicative, informative, productive, and collaborative. Examples of Google tools and Apps are Google Docs, Google Calendar, Google Groups, Google +, Google Earth, and YouTube. Researchers concluded that Google offers many tools that give learners opportunities to collaborate from anywhere and at any time (Covili, 2012). Sun (2003) affirmed that learners preferred using Google apps in their learning than traditional methods. Kovalik et al. (2014) found out that students had a positive attitude towards lessons that used free web 2.0 tools such as Google tools and bloggers. Thus, there are remarkable researches that investigated the effect of using Google Apps in the processes of English language learning. So, it is necessary to review some of these researches in this domain of investigation.

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“…Bahari (2012) finds that the built-in dictionary and translation program was ideal for language learners in both individual and group activities. Seyyedrezaie et al. (2016) attest to the positive effects Docs had on the writing process of second language writers and also examined the perceptions of success the application inspired in its users.…”

Section: Literature Review: Google Docs For a Participatory Culture Imentioning

confidence: 99%

“I didn’t say, ‘Macbeth,’ it was my Google Doc!”: A secondary English case study of redefining learning in the 21st Century

Marlatt

2018

E-Learning and Digital Media

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The substitution, augmentation, modification, redefinition (SAMR) model offers a framework by which schools and teachers can implement digital tools through curricular design that encourages participatory learning. 21st Century students should be producing content and making meaning in educational settings with high levels of engagement and by the same literacy methods they use in social contexts. This case study examines the digital pedagogy of one English teacher at a Western United States high school. Using the SAMR model as a theoretical framework, this article first reviews relevant literature on creating participatory cultures in schools with Google Docs. Then, through observations, interviews, and artifacts, the analysis attempts to pinpoint specific phases of the teacher’s instruction where the potential to enhance academic opportunities is transformed by creativity and collaboration and leads to a redefinition of the learning environment. This article considers both the teacher’s pedagogy in her Macbeth unit as well as the school’s technology procedures in measuring its progress within the SAMR model.

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A Mixed Methods Analysis of the Effect of Google Docs Environment on Efl Learners’ Writing Performance and Causal Attributions for Success and Failure

Cited by 20 publications

References 30 publications

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

A Review of Research into Google Apps in the Process of English Language Learning and Teaching

“I didn’t say, ‘Macbeth,’ it was my Google Doc!”: A secondary English case study of redefining learning in the 21st Century

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