Effect of online Collaborative Learning via Google Docs on Writing Performance of Iranian EFL Learners
Subject Areas :
1 - English department, Islamic Azad University, Eslam Abad-e-Gharb, Iran
Keywords: Technology, collaboration, individual learning, online platform,
Abstract :
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
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.