Exploring EFL Students’ Perspectives Towards Google Docs in Writing

Asih, Hafidhah Khansa; Degeng, Putu Dian Danayanti; Hamamah, Hamamah

doi:10.24256/ideas.v10i1.2841

Cited by 3 publications

(4 citation statements)

References 7 publications

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“…This coveted writing learning outcome occurred since EFL learners have acquired various valuable insights from their writing learning companions regarding how to construct more well-structured writing products. The above-elucidated writing learning benefit is corroborated by the prior research result of Asih et al (2022) asserting that with the presence of Google Docs, Indonesian university EFL learners have successfully fostered their collaborative writing skills to more advanced growth wherein they are insistently helped by other writing learning counterparts to yield well-organized writing compositions.…”

Section: Findings and Discussionsupporting

confidence: 53%

“…When globalized EFL learners have progressively instilled a higher degree of writing learning enjoyment, they will have broader opportunities to become highly achieving writers as they acquire varied beneficial writing suggestions to generate high-quality writing compositions. Asih et al (2022) highly recommended that Indonesian university EFL educators expose their learners to the proper integration of Google Docs amidst collaborative writing enterprises to terrifically increase their writing motivation, which will empower their writing composition dynamics.…”

Section: Findings and Discussionmentioning

confidence: 99%

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Escalating EFL Collaborative Writing Culture through the Use of Google Docs

Wijaya

2024

PJI

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Since EFL writing learning enterprises are frequently regarded as single-handedly activities, collaborative writing culture plays a crucial role in increasing globalized EFL learners’ writing motivation leading them to become more optimistic, innovative, and proficient writers. This current small-scale library study was projected to profoundly investigate whether EFL collaborative writing culture can thrive in the support of Google Docs. Accordingly, the researcher critically reviewed the foregoing research results yielded by 20 previously published collaborative writing and Google Docs studies with the accompaniment of a thematic analysis. A thematic analysis approach was incorporated to ascertain the credibility, believability, and reliability of each specifically clustered research result. To produce more relatable and contextual research results, the researcher selected prior collaborative writing and Google Docs investigations ranging from 2019 until 2023 year. In conformance with the particularly obtained research results, second language writing instructors all around the globe are strongly suggested to fuse the further internalization of collaborative writing strategy with Google Docs to constantly transform EFL learners into more collaborative, resilient, persistent, and life-long writers. Bahasa Indonesia Abstrak Berkenaan dengan fakta bahwa pembelajaran penulisan Bahasa Inggris sering dianggap sebagai aktivitas individual, budaya menulis kolaboratif memegang sebuah peranan penting untuk meningkatkan motivasi menulis pelajar Bahasa Inggris di seluruh dunia yang dapat membawa mereka menjadi penulis optimis, inovatif, dan cakap. Studi pustaka skala kecil ini diperuntukan secara mendalam untuk menyelidiki apakah budaya menulis kolaboratif dapat tumbuh dengan dukungan Google Docs. Oleh karena itu, peneliti dengan sangat kritis meninjau hasil penelitian yang telah dihasilkan oleh 20 penelitian menulis kolaboratif dan Google Docs dengan bantuan dari analisis tematik. Metode analisis tematik diterapkan untuk memastikan kredibilitas, kepercayaan, dan keandalan dari setiap hasil penelitian yang telah dikelompokan secara spesifik. Untuk menghasilan hasil penelitian yang relevan dan kontekstual, peneliti memilih penelitian menulis kolaboratif dan Google Docs dari tahun 2019 hingga 2023. Berkenaan dengan hasil penelitian yang telah didapat, instruktur menulis Bahasa Inggris di seluruh dunia disarankan untuk menggabungkan penerapan strategi menulis kolaboratif dengan Google Docs agar secara terus menerus mentransformasi pelajar Bahasa Inggris menjadi penulis seumur hidup yang lebih kolaboratif, tangguh, dan ulet.

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Section: Findings and Discussionsupporting

confidence: 53%

Section: Findings and Discussionmentioning

confidence: 99%

Escalating EFL Collaborative Writing Culture through the Use of Google Docs

Wijaya

2024

PJI

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“…They also say that writing becomes easier because they can share writing inspiration with their friends during collaborative writing Kazemian et al, 2021). In short, the students value the usefulness of Google Docs in their class (Asih et al, 2022). However, the rest of the students (3) notice that Google Docs does not help them set the margin of their letters, and some features are a bit confusing (Hoang & Hoang, 2022).…”

Section: Students' Views On the Use Of Google Docssmentioning

confidence: 99%

Integrating Content and Language to Teach ESP Writing Online with the Assistance of Google Docs

Susilawati

2023

JOLLT

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The present study aims to portray how to teach writing in English for Specific Purposes (ESP) classes using remote Content and Language Integrated Learning (CLIL) combined with Google Docs as an online writing tool. The study employed a qualitative case study. 18 students from the Office Administration major at a private Indonesian university in Central Jakarta were involved in the study. Observations and open-ended questionnaires were used to collect the data. The observations were set using non-participant observations, while the open-ended questionnaires were arranged based on the Uses and Gratification Expectancy (UGE) model. The findings revealed that all CLIL elements are applied to teach ESP writing in a full online learning setting; all 4Cs (communication, culture, content, and cognition) are detected during the learning either before or during the writing via Google Docs. Pertaining to the use of Google Docs, based on the cognitive, affective, personal, and perceived e-learning views of the UGE, most students give positive views after using it in their writing classes. In short, CLIL and Google Docs make a good collaboration in teaching ESP writing and are recommended to apply in all modes of learning: online, offline, blended, and hybrid.

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“…What kind of Google products use depends on each product's features. For writing classes, studies found that Google Docs is valued as a potential tool to enhance students' writing abilities and collaborative writing (Asih, et al, 2022;Handayani & Amelia, 2021;Nhung & Hue, 2022). To support classroom activities such as delivering materials, assignments, tests, and quizzes, Google classroom takes the roles (Zulfa, Nurmaulida, & Septiawan, 2021).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perspective on the Use of Google Sites in General English Class at Higher Education

Ulinuha

Parnawati

2023

IDEAS

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Technology plays a significant role in English Language Teaching during the pandemic. There are several platforms that both teachers and students need to adapt to. Google seems to have a major role in developing platforms for both teachers and students. However, among those platforms, this study focuses on the use of E-Module arranged using the Google Sites platform as supplementary material in General English classes. Google Sites was chosen as it is a web-based module that teachers can personalize to fulfill students’ needs. Since this study aims to evaluate the use of E-Module arranged using the Google Sites platform as supplementary material in General English classes at Tribhuwana Tunggadewi University, this study employed descriptive quantitative method using survey to gather the data. The population of the study was all students who enroll in General English during the academic year 2021/2022. From the population, 328 students participated in the survey. The survey questions covered learning efficiency, experience, and motivation from students’ points of view. The study findings indicated that more than half of respondents agreed that the module was very good to use without revision, which means the module was efficient, fun, and motivating. Yet, the average of 25% of each question demands minor improvement for the module as well as providing the printed version. Therefore, teachers and lecturers may use Google Sites as supplementary material. For further study, as the pandemic becomes endemic, researchers might conduct an evaluation of e-module both in online and offline classes.Keywords: E-nglish Module, Google Sites, Students’ Perspective

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Exploring EFL Students’ Perspectives Towards Google Docs in Writing

Cited by 3 publications

References 7 publications

Escalating EFL Collaborative Writing Culture through the Use of Google Docs

Escalating EFL Collaborative Writing Culture through the Use of Google Docs

Integrating Content and Language to Teach ESP Writing Online with the Assistance of Google Docs

Students’ Perspective on the Use of Google Sites in General English Class at Higher Education

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