Exploring the impact of online peer-editing using Google Docs on EFL learners’ academic writing skills: a mixed methods study

Ebadi, Saman; Rahimi, Masoud

doi:10.1080/09588221.2017.1363056

Cited by 88 publications

(109 citation statements)

References 28 publications

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“…This interview was performed after the practice application and lasted 20 minutes, as recommended by Lauermann & Barbosa (2018). All data collected through interviews were then audio-recorded and transcribed (Ebadi & Rahimi, 2017;Widodo, 2014).…”

Section: Methodsmentioning

confidence: 99%

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Mahbub

2022

JEELS

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This study is an endeavor to depict undergraduate students’ perception of a digital game-based learning (DGBL) platform called Kahoot! integrated into the undergraduate students’ learning. To this end, a sequential explanatory study was employed. Undergraduate students from a private university in Indonesia (N=21) agreed to participate in this study. A web-based five-point Likert scale questionnaire was developed to examine their perceptions of this platform. A focus-group interview was also conducted to detect their in-depth feelings. The results indicated that they positively appreciated the integration of this tool into classroom instructions. Implications, conclusion and limitations were then discussed.

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Section: Methodsmentioning

confidence: 99%

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Mahbub

2022

JEELS

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“…Collaboration ability is a basic requirement of society nowadays. Scholars suggested the following tools to enhance collaborative writing: wiki [70][71][72][73], Google Docs [74][75][76], blogs [77][78][79] and web-based word processing [80]. These tools are very popular and are used to practice writing and speaking skills [77,81,82].…”

Section: Collaborative Writing Toolsmentioning

confidence: 99%

Review of Studies on Technology-Enhanced Language Learning and Teaching

2020

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In this study, we reviewed articles on technology-enhanced language learning and teaching. We aimed to summarize the content of reviewed articles in the following categories: (1) the number of articles published by journals and by year; (2) languages and skills; (3) technology used; (4) promising technologies. We reviewed 398 research articles. The highest number of articles was published in 2017 (n = 80), whereas the lowest number was published in 2014 (n = 53). The Computer Assisted Language Learning journal published the highest number of articles (n = 100), whereas the lowest number of published articles appeared in IEEE Transactions on Learning Technologies (n = 3). The most common target language was English (n = 267). Writing, speaking, and vocabulary gained the most attention in published articles. Twenty-three different technologies were identified and they were used 406 times. Based on our results, we made several implications and suggestions for future studies. This review study can serve as a guide for teaching and research communities who plan on designing language learning and teaching activities supported by technologies.

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“…Similarly, Thai undergraduate students in a collaborative writing group using Google Docs performed better on a written activity than students in a face-to-face group (Suwantarathip & Wichadee, 2014). Some reasons why Google Docs may improve L2 academic writing is because of the online peer editing capability of Google Docs (Ebadi & Rahimi, 2017), and because students can gain ideas from watching others write, and benefit from seeing what mistakes their co-authors make and the teacher corrects (Aubrey, 2014).…”

Section: Collaborative Second-language Writing and Vocabulary On Googmentioning

confidence: 99%

Collaborating Online with Four Different Google Apps : Benefits to Learning and Usefulness for Future Work

Andrew¹

2019

The Journal of AsiaTEFL

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This project is in response to the need to integrate new forms of technology in language-learning classrooms, to not only enhance learning, but equip students with the technological and collaborative tools to prepare them for future academic and professional contexts. The purpose of this study was to 1) investigate student attitudes towards doing various language-learning tasks on Google apps, 2) explore some of the advantages and limitations of using Google apps as a cloud-based collaborative tool, and 3) investigate student behaviors while collaborating on Google apps. Surveys and interviews were used with 31 participants in a pre-university EAP course in the UAE to explore student perceptions of using four Google apps (Sheets, Slides, Docs, and Forms) to do various languagelearning tasks. Field notes based on observations of one in-class task were also analyzed to investigate student behaviors while collaborating. Participants reported advantages of collaborating on Google apps such as ease of use, working together from different places, and being able to give feedback online. In regards to behaviors, participants showed a tendency to divide their work while collaborating. Some possible limitations to doing language-learning activities on Google apps will be discussed, as well as implications of the study.

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Exploring the impact of online peer-editing using Google Docs on EFL learners’ academic writing skills: a mixed methods study

Cited by 88 publications

References 28 publications

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

An Investigation into Undergraduate Students’ Perception of Kahoot Mediated E-Assessment

Review of Studies on Technology-Enhanced Language Learning and Teaching

Collaborating Online with Four Different Google Apps : Benefits to Learning and Usefulness for Future Work

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