Exploring the Potential of Google Doc in Facilitating Innovative Teaching and Learning Practices in an EFL Writing Course

Autor/in	Alharbi, Mohammed Abdullah
Titel	Exploring the Potential of Google Doc in Facilitating Innovative Teaching and Learning Practices in an EFL Writing Course
Quelle	In: Innovation in Language Learning and Teaching, 14 (2020) 3, S.227-242 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alharbi, Mohammed Abdullah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2019.1572157
Schlagwörter	English (Second Language); Writing Instruction; Technology Integration; Feedback (Response); Foreign Countries; Peer Evaluation; Revision (Written Composition); Teacher Student Relationship; Academic Language; Web 2.0 Technologies; Student Attitudes; Collaborative Writing; College Seniors; Males; Advanced Courses; Editing; Affordances; Learner Engagement; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Ausland; Korrektur; Teacher student relationships; Lehrer-Schüler-Beziehung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schülerverhalten; College; Colleges; Senior; Hochschule; Fachhochschule; Male; Männliches Geschlecht; Fortgeschrittenenunterricht; Redaktion; Textbearbeitung; Saudi-Arabien
Abstract	The aim of this study was to explore the potential of Google Docs in facilitating and supporting pedagogical practices in a writing course at a large Saudi university. As a qualitative case study, the study was conducted among 10 EFL learners working in five pairs on article report writing over one academic semester. The instructor's observation and comments, learners' comments and text revisions through Google Docs, as well as their follow-up interviews were qualitatively analyzed. The findings show that Google Docs supports writing instruction, specifically through (1) instructor and peer feedback that focuses on global and local issues in writing, (2) peer editing and drafting of writing at the global and local levels and (3) peer responses to feedback. Quantification of feedback and learners' text revisions revealed variations between the instructor and peer feedback and among the five pairs of students. The thematic analysis revealed the students' positive views of Google Docs supported pedagogical practices in writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01