Journal Article

The Effect of Google-Mediated Collaborative Writing on English as a Second Language Students’ Global and Local Writing Features

Albesher, Khaled Besher

2024

Overview

In recent decades, web-based collaborative writing has become popular as a technical technique for improving collaboration. The study explored the effect of Google-mediated collaborative writing (henceforth GMCW) and face-to-face collaborative writing (henceforth FTFCW) on developing English as a Second Language (henceforth ESL) students’ global and local writing features (organization, development, cohesion, structure, vocabulary, and mechanics). Despite the emphasis English language instructors in Saudi universities place on writing skills, students still face challenges in achieving proficiency in writing. The study included 46 male students at level 3 from the Qassim University English Language Department. An experimental study was used, along with a post-questionnaire, as additional material to collect students’ perceptions. In addition to using the independent t-test to compare the mean in the post-test of the two groups, a paired t-test was used to compare the mean in the pre-test and post-test of the same group. The researcher used a two-by-two mixed ANOVA to examine how students’ global and local writing features (such as organization, development, and cohesion) changed when they collaborated face-to-face or via Google Docs. The results showed that the Google-mediated collaborative writing post-test mean was greater than face-to-face collaborative writing in all writing features, and the difference was statistically significant. The questionnaire revealed that Google-mediated collaborative writing raised confidence, encouraged teamwork, instructed students on how to engage in peer feedback, and increased their willingness to use Google Docs for further assignments. Google-mediated collaborative writing benefited students more in terms of their writing quality (organization, development, and cohesion) than their writing accuracy (mechanics and structure). Google-mediated collaborative writing did not pay attention to form (spelling, punctuation, or structure). In contrast, students’ perceptions of the global and local writing aspects of face-to-face collaborative writing negatively impacted organization, development, and cohesion. The face-to-face collaborative writing students focused more on the essay form (mechanics and structure) than on the content (organization, development, and cohesion). Plain Language Summary The impact of Google-mediated collaborative writing on developing the global and local writing features of English as a Second Language students The use of web-based collaborative writing as a technical tool to enhance teamwork has become more widespread. This study aimed to investigate the effects of face-to-face and Google-mediated collaborative writing on global and local writing features (organization, development, cohesion, structure, vocabulary, and mechanics) as well as the overall writing quality of ESL students. The researcher selected 46 male students at level 3 for this study. He administered two writing tests before and after involving the students in the study. Two raters evaluated the scores to measure the quality and accuracy of writing on a scale ranging from 1 (the lowest score) to 10 (the highest score). The findings indicated that, while students did not pay attention to form (spelling, punctuation, or structure), Google-mediated collaborative writing improved their global writing features (organization, development, and cohesion) more than their local writing features (mechanics and structure). These findings implied that implementing Google-mediated collaborative writing can help ESL students advance and enhance their writing abilities. On the other hand, English teachers ought to focus more on their students’ sentence structure, vocabulary, spelling, and punctuation.

• Publisher: SAGE Publications,SAGE PUBLICATIONS, INC,SAGE Publishing
• Subject: Ability / Accuracy / Attention / Cohesion / Collaboration / Collaborative Writing / College English / College students / Competence / Cooperative learning / English / English (Second Language) / English as a second language / English as a second language instruction / English language / Feedback / Global local relationship / Language instruction / Language usage / Learning outcomes / Mechanics / Peer review / Perceptions / Punctuation / Questionnaires / Scores / Second language writing / Second Languages / Sentence structure / Spelling / Student attitudes / Students / Teachers / Teamwork / Tests / Variance analysis / Vocabulary / Writing / Writing Instruction / Writing Skills / Writing tests