Main Article Content
Abstract
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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References
- Alharbi, M.A. (2019). Exploring the potential of Google Doc in facilitating innovative teaching and learning practices in an EFL writing course, Innovation in Language Learning and Teaching, DOI: 10.1080/17501229.2019.1572157
- Chu, S. K. W., and D. M. Kennedy. (2011). “Using Online Collaborative Tools for Groups to co-Construct Knowledge.” Online Information Review 35 (4): 581–597.
- Clark, J. E., Eynon, B. (2009, Winter). E-portfolios at 2.0—Surveying the field. AAC&U Peer Review, 11, 18–23.
- Cohen, L., Manion, L. & Morrision, K. (2007). Research Methods in Education (6thed.). Oxon: Routledge.
- Creswell, J.W. (2015). Research design: Qualitative, quantitative, and mixed method. Sage Publication.
- Denton, D., Wicks, D. (2013). Implementing electronic portfolios through social media platforms: Steps and student perceptions. Journal of Asynchronous Learning Networks, 17, 123–133.
- Ebadi, S & Rahimi, Masoud (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, DOI: 10.1080/09588221.2017.1363056
- Ertmer, P. A., Richardson, J. C., Lehman, J. D., Newby, T. J., Cheng, X. (Carol), Mong, C., & Sadaf, A. (2010). Peer Feedback in a Large Undergraduate Blended Course: Perceptions of Value and Learning. Journal of Educational Computing Research, 43(1), 67- 88. https://doi.org/10.2190/EC.43.1.e
- Galloway, J. (2007) Primary ICT for teaching assistants. New York: Routledge
- Gillow-Wiles, H., and M. L. Niess. (2015). “Engaging Google Docs to Support Collaboration and Reflection in Online Teacher Education.” In Handbook of research on teacher education in the digital age, 635–662. IGI Global.
- Harmer, J. (2007). The Practice of English Language Teaching. New York: Longman.
- Heryandi, et al. (2020). Online teaching in writing by means of slack application. Journal of English Education and Teaching (JEET), 4(2), 49-68.
- Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91–109. learning: An analysis. IPEDR Journal. 33. pp. 150-156. Retrieved from http://ipedr.com/
- Marlini. (2020). Enhancing the Students’ Writing Skill through Technological Writing Feature of Wridea. Journal of English Education and Teaching (JEET), 4(2), 140-153.
- Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.
- Rahmawati, I., Syafryadin., Widiastuti, R. (2019). Teaching Narrative Writing Using Freaky Fable Game: An Experimentation. English Education: Jurnal Tadris Bahasa Inggris. 12(2), 147-155.
References
Alharbi, M.A. (2019). Exploring the potential of Google Doc in facilitating innovative teaching and learning practices in an EFL writing course, Innovation in Language Learning and Teaching, DOI: 10.1080/17501229.2019.1572157
Chu, S. K. W., and D. M. Kennedy. (2011). “Using Online Collaborative Tools for Groups to co-Construct Knowledge.” Online Information Review 35 (4): 581–597.
Clark, J. E., Eynon, B. (2009, Winter). E-portfolios at 2.0—Surveying the field. AAC&U Peer Review, 11, 18–23.
Cohen, L., Manion, L. & Morrision, K. (2007). Research Methods in Education (6thed.). Oxon: Routledge.
Creswell, J.W. (2015). Research design: Qualitative, quantitative, and mixed method. Sage Publication.
Denton, D., Wicks, D. (2013). Implementing electronic portfolios through social media platforms: Steps and student perceptions. Journal of Asynchronous Learning Networks, 17, 123–133.
Ebadi, S & Rahimi, Masoud (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, DOI: 10.1080/09588221.2017.1363056
Ertmer, P. A., Richardson, J. C., Lehman, J. D., Newby, T. J., Cheng, X. (Carol), Mong, C., & Sadaf, A. (2010). Peer Feedback in a Large Undergraduate Blended Course: Perceptions of Value and Learning. Journal of Educational Computing Research, 43(1), 67- 88. https://doi.org/10.2190/EC.43.1.e
Galloway, J. (2007) Primary ICT for teaching assistants. New York: Routledge
Gillow-Wiles, H., and M. L. Niess. (2015). “Engaging Google Docs to Support Collaboration and Reflection in Online Teacher Education.” In Handbook of research on teacher education in the digital age, 635–662. IGI Global.
Harmer, J. (2007). The Practice of English Language Teaching. New York: Longman.
Heryandi, et al. (2020). Online teaching in writing by means of slack application. Journal of English Education and Teaching (JEET), 4(2), 49-68.
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91–109. learning: An analysis. IPEDR Journal. 33. pp. 150-156. Retrieved from http://ipedr.com/
Marlini. (2020). Enhancing the Students’ Writing Skill through Technological Writing Feature of Wridea. Journal of English Education and Teaching (JEET), 4(2), 140-153.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.
Rahmawati, I., Syafryadin., Widiastuti, R. (2019). Teaching Narrative Writing Using Freaky Fable Game: An Experimentation. English Education: Jurnal Tadris Bahasa Inggris. 12(2), 147-155.