Effect of online Collaborative Learning via Google Docs on Writing Performance of Iranian EFL Learners

International Journal of Foreign Language Teaching and Research

دوره 12، شماره 48، تیر 2024، صفحه 41-50   

نوع مقاله: Research Papers

نویسنده

Shahriar Jalili^*

English department, Islamic Azad University, Eslam Abad-e-Gharb, Iran

چکیده

In recent years, technology-mediated collaborative writing has received great attention in the research literature. The purpose of the present study is to compare the effects of online collaborative writing using Google Docs and individual writing in a face-to-face conventional classroom on the writing performance of Iranian EFL learners. To this aim, a sample of 32 homogeneous intermediate learners was selected as the study's participants. They were then randomly divided into an experimental group (N = 16) and a control group (N = 16). Then, the experimental group participants performed online collaborative writing using Google Docs while the control group fulfilled individual papers in the face-to-face classroom. Two writing tasks by the students were employed to gather the data. Later, data were analyzed through paired-sample t-tests to investigate differences in writing in each group. Finally, ANCOVA was used to investigate the difference in writing performance between the two groups. This study added further insights concerning the contribution of Google Docs in technological research in technology-mediated collaborative writing and provided some pertinent pedagogical implications

کلیدواژه‌ها

Collaboration؛ technology؛ individual learning؛ online platform

مراجع

Adams, D. M., & Hamm, M. E. (1990). Cooperative learning: Critical thinking and 
collaboration across the curriculum. Charles C Thomas, Publisher. 
Al-Mansour, N. S. (2012). The effect of computer-assisted instruction on Saudi University 
students’ learning of English. Journal of King Saud University-Languages and Translation,
24(1), 51-56. 
Alghasab, M., Hardman, J., & Handley, Z. (2019). Teacher-student interaction on wikis: 
Fostering collaborative learning and writing. Learning, culture and social interaction, 21, 
10-20. 
Alharbi, M. A. (2020). Exploring the potential of Google Doc in facilitating innovative teaching 
and learning practices in an EFL writing course. Innovation in Language Learning and 
Teaching, 14(3), 227-242. 
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language 
learning in the zone of proximal development. The Modern Language Journal, 78(4), 465-
483. 
International Journal of Foreign Language Teaching and Research, 12 (48), 2024 Islamic Azad University of Najafabad
 
The Effect of Iranian EFL Teachers’ Self-Regulation and Emotional … 49
Blau, I., & Caspi, A. (2009). What type of collaboration helps? Psychological ownership, 
perceived learning and outcome quality of collaboration using Google Docs. Proceedings 
of the Chais conference on instructional technologies research, 
Boykin, A., Evmenova, A. S., Regan, K., & Mastropieri, M. (2019). The impact of a computerbased graphic organizer with embedded self-regulated learning strategies on the 
argumentative writing of students in inclusive cross-curricula settings. Computers & 
Education, 137, 78-90. 
Carver, D. (2012). Learning Theory and Online Technologies, by Linda Harasim. Routledge: 
New York, 2012 (Book Review).
Chinnery, G. (2008). You've got some GALL: Google-assisted language learning. 
Coffin, P. (2020). Implementing collaborative writing in EFL classrooms: Teachers and students’ 
perspectives. LEARN Journal: Language Education and Acquisition Research Network,
13(1), 178-194. 
Csizér, K., & Tankó, G. (2017). English majors’ self-regulatory control strategy use in academic 
writing and its relation to L2 motivation. Applied linguistics, 38(3), 386-404. 
Donato, R. (1994). Collective scaffolding in second language learning. Vygotskian approaches to 
second language research, 33456. 
Ebadi, S., & Rahimi, M. (2017). Exploring the impact of online peer-editing using Google Docs 
on EFL learners’ academic writing skills: A mixed methods study. Computer Assisted
Language Learning, 30(8), 787-815.
El-Salahat, H. M. (2014). The Effectiveness of Using Interactive Writing Strategy on Developing 
Writing Skills among 7th Graders and their Attitudes towards Writing. The Islamic 
University of Gaza. 
Fathi, J., Ahmadnejad, M., & Yousofi, N. (2019). Effects of blog-mediated writing instruction on 
L2 writing motivation, self-efficacy, and self-regulation: A mixed methods study. Journal 
of Research in Applied Linguistics, 10(2), 159-181.
Forbes, K. (2019). The role of individual differences in the development and transfer of writing 
strategies between foreign and first language classrooms. Research papers in education,
34(4), 445-464. 
Ghoorchaei, B., Tavakoli, M., & Ansari, D. N. (2010). The impact of portfolio assessment on 
Iranian EFL students’ essay writing: A process-oriented approach. GEMA online journal of 
language studies, 10(3). 
Jafari, N., & Ansari, D. N. (2012). The Effect of Collaboration on Iranian EFL Learners' 
Writing Accuracy. International Education Studies, 5(2), 125-131. 
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language 
learners in academic web-based projects. 
Koch, M. D. (2010). Utilizing emergent web-based software tools as an effective method for 
increasing collaboration and knowledge sharing in collocated student design teams. 
Latifi, S., Noroozi, O., & Talaee, E. (2021). Peer feedback or peer feedforward? Enhancing 
students’ argumentative peer learning processes and outcomes. British Journal of 
Educational Technology, 52(2), 768-784. 
Laurillard, D. (2001). The E-University: What have we learned. The International Journal of 
Management Education, 1(2), 3-7. 
Marandi, S. S., & Seyyedrezaie, M. S. (2017). The Multi-Course Comparison of the 
Effectiveness of Two EFL Writing Environments: Google Drive versus Face-to-Face on 
Iranian EFL Learners‟ Writing Performance and Writing Apprehension. Call-Ej, 18(1), 9-
21. 
International Journal of Foreign Language Teaching and Research, 12 (48), 2024 Islamic Azad University of Najafabad
50 Jalili, Sh., Vol. 12, Issue 48, 2024, pp. 41-50
Marton, F., & Säaljö, R. (1976). On qualitative differences in learning—ii Outcome as a function 
of the learner's conception of the task. British journal of educational psychology, 46(2), 
115-127. 
McDonough, K., De Vleeschauwer, J., & Crawford, W. J. (2019). Exploring the benefits of 
collaborative prewriting in a Thai EFL context. Language Teaching Research, 23(6), 685-
701. 
Parsazadeh, N., Ali, R., & Rezaei, M. (2018). A framework for cooperative and interactive 
mobile learning to improve online information evaluation skills. Computers & Education,
120, 75-89. 
Pask, G. (1978). A conversation theoretic approach to social systems. In Sociocybernetics: An 
actor-oriented social systems approach (pp. 15-26). Springer. 
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of 
current practice. Cambridge university press. 
Scardamalia, M., & Bereiter, C. (2006). Knowledge building. The Cambridge. 
Seyyedrezaie, Z. S., Ghonsooly, B., Shahriari, H., & Fatemi, A. H. (2016). Examining the effects 
of Google Docs-based instruction and peer feedback types (implicit vs. explicit) on EFL 
learners’ writing performance. Call-Ej, 17. 
Suwantarathip, O., & Wichadee, S. (2014). The Effects of Collaborative Writing Activity Using 
Google Docs on Students' Writing Abilities. Turkish Online Journal of Educational 
Technology-TOJET, 13(2), 148-156. 
Weigle, S. C. (2002). Assessing writing. Cambridge University Press. 
Woodrich, M. P., & Fan, Y. (2017). Google Docs as a tool for collaborative writing in the middle 
school classroom. Journal of Information Technology Education. Research, 16, 391. 
Yanguas, I. (2020). L1 vs L2 synchronous text-based interaction in computer-mediated L2 
writing. System, 88, 102169. 
Zhou, W., Simpson, E., & Domizi, D. P. (2012). Google Docs in an out-of-class collaborative 
writing activity. International Journal of Teaching and Learning in Higher Education,
24(3), 359-375.