Google Docs as a Collaborative Writing Tool towards Learning English Writing

Paul Obregon Mayorga, Anita Reinoso, Eduardo Heredia

Abstract


The purpose of this research is to explore the perceptions of university students on incorporating Google Docs in collaborative writing while learning English writing. Also, determine whether writing fluency regarding the total number of words is higher in collaborative writing than in individual writing. The sample in this study was 33 students of the second level of English from a public university in Ecuador. This mixed method research handles qualitative and quantitative data. The instruments for data collection were focus group interviews, a questionnaire with closed questions and the essays made by the students. The quantitative approach consisted of an analysis of the measurement of the total number of words in both essays, individual and collaborative. The qualitative results of this study showed that the perceptions of the students towards collaborative writing were positive in the social, psychological and academic areas. In the same way, the quantitative results revealed that there are a greater number of words, clauses, and sentences in collaboratively written compositions. In general, English teachers should consider implementing collaborative writing with the help of technology in their English classes so that students benefit from all the advantages of collaborative writing and at the same time create a comfortable environment where students can improve their English writing by learning from their peers.


Keywords


fluency; perceptions; composition; measurement; collaborative; writing; peers.

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References


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