This study explores EFL graduate students’ attitudes toward and emotions about the teacher and peer feedback using a questionnaire and interviews. Throughout their advanced writing course, students ...were provided with feedback via Google Docs, which they then systematically arranged within their Google Drive-based e-portfolios. The interview findings confirmed that students had mixed attitudes and emotions toward e-portfolios. They expressed negativity toward the timing of peer feedback reception and its validity. However, they showed a positive attitude toward teacher feedback and the importance of maintaining the integrity of a Google Drive portfolio. Emotionally, the students felt frustrated due to feedback focus, anxious while providing feedback, confused by ambiguous comments by peers, and embarrassed by their errors. However, their confidence was bolstered by their adeptness with technology and the interactive functions of Google Docs served as a motivating factor. Additionally, the t-test results comparing pre-test and post-test questionnaires showed statistical significance, indicating that students improved their compositions’ content, organization, and language with the assistance of peer and teacher feedback. The study underscores the importance of integrating technology into writing instruction, considering students’ emotions and attitudes. Thus, ongoing efforts are vital to develop the technological skills of both teachers and students.
The integration of content knowledge and language should be applied while instructing writing in English for Specific Purposes (ESP) lessons. In an online lesson, additional vital support comes from ...a proper online writing tool. Therefore, the present study aims to portray how to teach writing in ESP classes using remote Content and Language Integrated Learning (CLIL) combined with Google Docs as an online writing tool. The study employed a qualitative case study. 18 students from the Office Administration major at a private Indonesian university in Central Jakarta were involved in the study. Observations and open-ended questionnaires were used to collect the data. The observations were structured based on the writing stage, while the open-ended questionnaires were arranged based on the Uses and Gratification Expectancy (UGE) constructs. The findings revealed that all CLIL elements are applied to teach ESP writing in a full online learning setting; all 4Cs (communication, culture, content, and cognition) are detected during the learning either before or during the writing via Google Docs. Pertaining to the use of Google Docs, based on the cognitive, affective, personal, and perceived e-learning (PeLE) constructs of the UGE, most students give positive views after using it in their writing classes. In short, CLIL and Google Docs make a good collaboration in teaching ESP writing. Recommendations for potential research are also discussed.
Tujuan penelitian ini untuk mengetahui keefektifan Google docs terhadap keterampilan peserta didik materi Perubahan Lingkungan. Jenis penelitian yang digunakan adalah quasi eksperimen dengan desain ...penelitian The Matching-Only Posttest-Only Control Group Design . Populasi penelitian ini adalah peserta didik kelas X IPA SMA Negeri 1 Kawali tahun pelajaran 2020/2021 yang berjumlah 216 orang. Pemilihan sampel menggunakan teknik purposive sampling dan diperoleh kelas X IPA 2 sebagai kelas kontrol serta kelas X IPA 3 sebagai kelas eksperimen. Pengerjaan tugas kelompok di kelas kontrol menggunakan Microsoft word sedangkan kelas eksperimen menggunakan Google docs. Teknik pengumpulan data diperoleh dengan menggunakan angket Collaborative Self-Assesment Tool (CSAT), lembar observasi, dan wawancara tertutup. Teknik analisis data yang digunakan adalah uji hipotesis ( T-test sample Independent ). Berdasarkan Independent Sample T-test didapatkan signifikansi sebesar 0,768. Sehingga dapat disimpulkan bahwa penggunaan aplikasi Google docs tidak efektif terhadap keterampilan peserta didik peserta didik pada materi Perubahan Lingkungan.
Magic and Monsters Mary Ott; Jenny Kassen; Kathryn Hibbert
Language & literacy (Kingston, Ont.),
08/2022, Letnik:
24, Številka:
2
Journal Article
Recenzirano
Odprti dostop
Collaboration is one of the defining features of work and learning in the 21st century. Yet despite the proliferation of Google apps and devices for collaboration across North American school ...systems, the scope of research on student collaboration using Google technologies in elementary school settings is limited. This paper presents findings from two cases in grade five classrooms where teachers were experimenting with using Google Docs and Chromebooks in their literacy programs. Drawing on a conceptual framework of sociomaterial, complexity, and affect theories, the study offers insights for teachers to understand the complexities of collaboration with these technologies, and pedagogical implications for working with the magic and monsters of unintended effects in collaborative literacy practices.
•Master's students use cognitive, metacognitive and affective strategies in engaging with electronic written feedback.•Most of the feedback is integrated in writing and additional revisions are made ...to research proposals.•Google docs is viewed as an interactive platform that facilitates postgraduates’ responses to feedback and editing of writing.•Culture plays a role in influencing how learners engage with the instructor feedback.
Despite the importance of feedback in academic writing, how graduate students respond to feedback has received scant attention. This is important, especially among international graduate students whose familiarity with digital feedback should not be taken into granted. Therefore, the study explores the process in which two Master's students respond to feedback through Google Docs and Microsoft (MS) Word in a Malaysian public university using comments on feedback, oral reports, text revisions, and follow-up interviews. Despite the role of both tools in facilitating the two graduate students' engagement with feedback, Google Docs appeared as an interactive tool because it supports synchronous and immediate edits. Engagement was found to vary according to (1) the tools used in receiving the feedback, (2) the types of feedback, and (3) students' cultural backgrounds and experiences in feedback. The study provides useful suggestions for teacher feedback practices in higher educational institutions.
Since its release in 2010, Apple's iPad has attracted much attention as an affordable and flexible learning tool for all levels of education. A number of trials have been undertaken exploring the ...device's efficacy for specific purposes, such as improving delivery of course content and learning resources at tertiary level, and the performance of apps for meeting specialised learning needs. However, with increased mainstreaming of these devices through iPad-supported modern learning environment (MLE) and Bring Your Own Device (BYOD) programmes, data are becoming available that provides insight into how these devices function as part of regular classroom environments. This article reports an analysis of data collected over almost 3 years from nearly 100 New Zealand primary (elementary) students of different ages, who used iPads daily for most curriculum tasks. Specifically, it uses different data sources to explore how observed and recorded device design and app attributes, affected the students' ability to work collaboratively.
Results suggest fundamental differences exist between iPads and other digital devices that helped these students collaborate, and that when combined with cloud-based apps and services such as Google Docs, extended this collaboration to much wider audiences well beyond the school gate. It concludes that beyond the hype and rhetoric, exciting potential exists for this tool to support a ‘blurring in the line’ between learning in formal school and informal environments.
•Reports on a three year study of iPad use in regular classrooms.•Identifies design features of iPads that help learners collaborate.•Discusses how iPads and cloud apps can extend learning beyond the classroom.•Discusses how iPads can facilitate feedback from multiple sources to support learning.
Este artigo apresenta uma análise de práticas colaborativas de escrita utilizadas em uma produção textual coletiva do gênero discursivo comentário online, produzida na plataforma digital Google Docs, ...com alunos do 3º ano do Ensino Médio de um Colégio do município de Palotina-PR. A pergunta que norteou a pesquisa foi: Como as práticas colaborativas de escrita podem contribuir para produção textual do gênero discursivo comentário online? A investigação insere-se no campo da Linguística Aplicada, sendo uma pesquisa qualitativa e do tipo pesquisa-ação. O corpus da pesquisa consiste no comentário online em grupo e foi analisado, em suas etapas de escrita e reescrita, armazenadas no histórico de versões do Google Docs, a fim de identificar que aspectos das práticas colaborativas de escrita e que elementos dos multiletramentos os estudantes utilizaram. O embasamento teórico pautou-se em autores como Koche (2010), Pinheiro (2011), Mendonça (2018), Rojo e Moura (2012), Coscarelli (2016), Ribeiro (2018), entre outros. Os dados revelaram resultados muito positivos, posto que os estudantes participaram efetivamente da atividade tanto de escrita como de rescrita, produziram o texto do gênero discursivo proposto, tendo realizado as práticas colaborativas de escrita na construção coletiva do texto e conseguido inserir elementos de multiletramentos nele.
Google Docs is a widely used online word processing software. Despite its broad popularity in business and education, Google Docs is under-utilised as a tool to facilitate qualitative interviews ...within research. In this article, we reflect on our experiences as two PhDs using Google Docs to conduct synchronous, online, written interviews. We present two case studies, which, to our knowledge, are the first to utilise Google Docs to conduct web-based written interviews. In doing so, we (a) outline the development and implementation of the methodology, (b) highlight the key themes we identified when considering the benefits and challenges of conducting interviews using this technology and (c) discuss possible future uses of the methodology. We argue that synchronous web-based written interviews via Google Docs offer unprecedented opportunities for qualitative research.
The purpose of this study was to explore what do students really think about using google docs for peer feedback? the potential of Google Documents in facilitating and supporting pedagogical ...practices in a writing course at Higher Education level. In this qualitative case study, it was carried out among 34 students that working in pairs on article report writing over one academic semester. At the end of the semester, students were interviewed and the results were qualitatively analyzed. The findings show what do students feel that they are effectively tooled in helping them write a report. Is there a difference of opinion about Google Documents using outside of the classroom and traditional course?
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