Abstract
Currently, technologies are widely used in education as they are important for assisting language teaching and learning. There are several technologies that can be integrated into language learning and teaching to improve students’ writing skills. Google Docs is a tool that allows students to work collaboratively and develop their skills. Various studies have been done to identify students’ perceptions and views of using Google Docs in their writing, its effectiveness in collaborative writing, and also how it can be used to encourage student participation. This study investigates the effectiveness of using Google Docs in English for Academic Purposes (EAP) writing class and identifies possible challenges in further promoting students’ writing skills in their collaborative writing. In this qualitative study, 64 students of the University of Finance and Economics participated in a survey after using Google docs in their writing classes. The findings showed that students felt comfortable using Google Docs due to its accessibility, availability, and advantages. It helped them improve their writing skills by interacting with others and learning from each other. However, students commented that possible challenges such as equal participation, the uncertainty of roles, and clarity of instruction should be considered further to be more productive and practical. Based on the results, we made several suggestions and recommendations to minimize the challenges and make students more comfortable when producing collaborative writing.
Author Information
Tungalagtuya Myagmarjav, University of Finance and Economics, Mongolia
Gerelchimeg Ariya, University of Finance and Economics, Mongolia
Paper Information
Conference: ACE2022
Stream: Teaching Experiences
This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Myagmarjav T., & Ariya G. (2023) Docs in EAP Courses: Investigating and Promoting Collaborative Writing Experience ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2023.25
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.25
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