Exploring EFL Students’ Perspectives Towards Google Docs in Writing
DOI:
https://doi.org/10.24256/ideas.v10i1.2841Keywords:
EFL Students’ Perspectives, Google Docs, Writing Comprehension, Online LearningAbstract
During an online learning environment, students organize and develop their ideas in writing using Google Docs, and they hold their online consultation through the comment section. The research aims to explore students’ perspectives towards Google Docs in writing classes. A survey method using a quantitative approach was employed to collect data for this research. The researcher composed a questionnaire consisting of 17 questions and an interview as the instrument of this research to explore EFL students’ perspectives regarding Google Docs and distributed it to 24 students in a Seminar on ELT D of the English Language Education Program at Universitas Brawijaya. After processing the findings of the questionnaire using SPSS ver. 25.0, the researcher found that the students of the Seminar on ELT D project had a positive perspective towards Google Docs in writing class. As an alternate writing tool in online learning, Google Docs can be useful to students. However, students prefer using face-to-face for consultation or employing synchronous learning, such as video conferencing, to assist students in better grasping how to develop and arrange their thoughts.
References
Abrams, Zs. I. (2019). Collaborative Writing and Text Quality in Google Docs. Language Learning & Technology, 23(2), 22–42.
Afdaliah, N., Uswatunnisa, U., & Marliana, R. (2019). The Use of Google Docs to Improve Students’ Writing Ability. Inspiring: English Education Journal, 2(1), 73–82. https://doi.org/10.35905/inspiring.v2i1.1266
Alisha, F., Safitri, N., & Santoso, I. (2019). Students’ Difficulties in Writing EFL. Professional Journal of English Education, 2(1964), 20–25.
Ariyanti, A., & Fitriana, R. (2017). EFL Students’ Difficulties and Needs in Essay Writing. 158 (Ictte), 111–121. https://doi.org/10.2991/ictte-17.2017.4
Bailey, D. R. (2019). Conceptualization of Second Language Writing Strategies and Their Relation to Student Characteristics. Journal of Asia TEFL, 16(1), 135–148. https://doi.org/10.18823/asiatefl.2019.11.1.9.135
Ceylan, N. O. (2019). Student Perceptions of Difficulties in Second Language Writing. Journal of Language and Linguistic Studies, 15(1), 151–157. https://doi.org/10.17263/jlls.547683
Chen, A. (2022). The Effects of Writing Strategy Instruction on EFL Learners’ Writing Development. English Language Teaching, 15(3), 29. https://doi.org/10.5539/elt.v15n3p29
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Boston: Pearson Education.
Hairuddin, N. H. (2020). Collaborative Writing Activity Using Google Docs: Non-English Major Students Perspectives and Difficulties. Celtic: A Journal of Culture, (pp. 65–72). https://doi.org/10.46918/seltics.v0i0.725
Harmer, J. (2004). How to Teach Writing. England: Pearson Education
Hatmanto, E. D. (2012). The Use of Problem-Based Learning in the Writing Class in Indonesia: A Case Study at English Education Department. Universitas Muhammadiyah Yogyakarta.
Indriani, K. S., & Widiastuti, N. M. A. (2021). Students’ Attitude Towards English Online Learning Through Moodle During the Covid-19 Pandemic. Celtic: A Journal of Culture, 8(2), 190–205.
Ismayanti, E., & Kholiq, A. (2020). an Analysis of Students’ Difficulties in Writing Descriptive Text. E-LINK JOURNAL, 7(1), 10. https://doi.org/10.30736/ej.v7i1.260
Jeong, K. O. (2016). A study on the integration of google docs as a web-based collaborative learning platform in EFL writing instruction. Indian Journal of Science and Technology, 9(39). https://doi.org/10.17485/ijst/2016/v9i39/103239
Megaiab, M. M. A. (2014). The English Writing Competence of the Students of Indonesian Senior High School. In WEI International Academic Conference Proceedings. Bali: WEI.
Nabhan, S., & Sa’diyah, H. (2021). Collaborative Writing Using Google Docs in an EFL Classroom: Voices from High School Students. VELES Voices of English Language Education Society, 5(2), 156–166. https://doi.org/10.29408/veles.v5i2.3863
Richards, J., & Renandya, W. (2002). An Anthology of Current Practice. Methodology in Language Teaching.
Rodhiyya, H., R. (2020). EFL Students’ Perceptions on the Use of Video Recording as One of the Assessment Tool Applied in Speaking Class (Unpublished undergraduate’s thesis). Universitas Brawijaya, Malang, Indonesia.
Seyyedrezaie, Z. S., Ghonsooly, B., Shahriari, H., & Fatemi, A. H. (2016). A Mixed Methods Analysis of The Effect of Google Docs Environment on EFL Learners’ Writing Performance and Causal Attributions for Success and Failure. Turkish Online Journal of Distance Education, 17(3), 90–110. https://doi.org/10.17718/tojde.34418
Siahaan, J. (2013). An Analysis of Students’ Ability and Difficulties in Writing Descriptive Texts. Journal of English and Education, 1(1), 114–121.
Stadler, D., Conyers, D. G., Stadler, D., & Conyers, D. G. (2020). Scholarship of Teaching and Learning, Innovative Pedagogy Advancing College Students’ Thesis Writing Ability: A Case Study of an Online Library Instruction Course. 2.
Storch, N. (2011). Collaborative writing in L2 contexts: Processes, Outcomes, and Future Directions. Annual Review of Applied Linguistics, 31, 275–288. https://doi.org/10.1017/S0267190511000079
Sudjana, N. (2001). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT. Remaja Rosda Karya.
Sudrajat, W. N. A., & Purnawarman, P. (2019). Students’ Perceptions on the Use of Google Docs as an Online Collaborative Tool in Translation Class. Lingua Cultura, 13(3), 209. https://doi.org/10.21512/lc.v13i3.5969
Talib, T., & Cheung, Y. L. (2017). Collaborative Writing in Classroom Instruction: A Synthesis of Recent Research. The English Teacher, 46 (2), 43–57.
Downloads
Published
Issue
Section
Citation Check
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
