Name :

SID :

Title :

THE ANALYSIS OF EFL LEARNERS PERCEPTION TOWARDS THE USE OF

GOOGLE DOCS IN COLLABORATIVE WRITING : A MIXED- METHOD STUDY

OUTLINE CHAPTER I

Parts Features Description Supporting Journal Articles

Introduction Background of the -Writing is quite difficult to be Rahayu (2016) argued that
Study mastered. writing is a something hard for
students that be dominated with
problem in generating idea and
identifying the grammatical
structure.

-Collaborative writing is one of the Zioga & Bikos (2019) reported

best solution to support students in that collaborative appears to be
producing writing. particulary productive in
writing process becuase it helps
students draw connections on
their idea.

-Nowadays, Technology are being Technology helps the students

needed, especially in learning to interact each other whenever
writing for example Google Docs. and wherever they need. Now,
the need for writing by the
technology such as Google
Docs is important.

Google Docs is needed as the

application to facilitate students
in their academic especially in
collaborative writing activity.

Research 1) What are the EFL learners’ -

Questions perceptions toward the use of
Google Docs in collaborative
writing?
2) How can the Google Docs
support collaboration activity in
writing class?
Objective of the -To know learners’ view about the -
study use of Google Docs in
 Collaborative Writing

- To find out how Google Docs

support collaborative writing
Scope and 1) Respondent : students of The researcher will focus on
limitation of the English Education Program, how Google Docs can
study Faculty of Cultural Studies, effectively support
Universitas Brawijaya who have collaboration activity in writing
been taught academic writing. class.
2) This study will focus on
students’ view on using Google
Docs and its effectiveness in
supporting Collaborative Writing
Definition of key Academic Writing, Collaborative - Oshima & Hogue ( 2007)
terms Writing, Google Docs stated that academic writing
is kind of writing used in
high and college school.
Academic writing usually
used formal language and
the students must be take
care to organize the
complete sentence in a
certain way.

- This sort of collaboration

allows for not just pair
discussion but also group
discussion (Lawrence Wah,
2016)

- Grief (2007) found that

collaborative writing made
writing more supportive and
creative because group
members constantly shared
ideas.

- Google Docs is a free web-

based application consist of
documents and spreadsheet
that can be created, edited,
and saved online.

Significance of Hopefully this research will help 

the Study students to get an appropriate ICT
 tools when they have to work in
group in academic writing, and is
expected to make them easier in
developing writing skill. For the
next researcher, this study gives the
knowledge about students
perception and the effectiveness of
Google Docs in supporting
Collaborative Writing, so it can be
the reference for further research.

Research Gap: Topic : Mixed- Method

Article 1. Exploring the Article 2. Exploring Article 3. The Effect Of

potential of Google Doc in the impact of online Peer-Editing Technique By
facilitating innovative peer-editing using Using Google Docs To
teaching and learning Google Docs on EFL Enhance Students’ Academic
practices in an EFL learners’ academic Writing Skills At 1st
writing course : writing skills: a mixed Semester Of English
Mohammed Abdullah methods study: Saman Department Faculty Of
Alharbi Ebadi and Masoud Teacher Training And
Rahimi Education Of Islamic
University Of Syekh Yusuf:
Firda Fauziah, Imam
Sudarmaji
When, where was 28 Jan 2019 at Department 14 Aug 2017 in 20 Feb 2020. Tangerang
the study done? of English, College of language institute in (Indonesia)
Education, Majmaah Sanandaj, Iran
University, Majmaah,
Saudi Arabia
Who were the fourth-year university Two intact classes at a 65 students im the 1st
participants? students joining the private language semester of Faculty of
How many? Department of English at institute in Sanandaj, English Department of Islam
Ages? Majmaah university. The Iran were selected for University Syekh-Yusuf in
Backgrounds? study focused on 10 male the present study. In the academic year
students ageing between each class there were 2019/2020.
20 and 23 years old, with ten EFL learners (ages
anupperintermediate level 20–24), who were
of proficiency. preparing for the
IELTS examination
Methods qualitative case study sequential explanatory experimental research
mixedmethods
approach
Data collection used four types of data: The The researcher gave pre-test
and the instructor’s researcher/instructor and post-test in the
data analysis. observation of the conducted a semi- experiment class, the
activities supported via structured interview researcher got the result from
Google Docs, the learners’ with the participants the students’ score.
comments via Google to explore their The result of the test would
Docs, the students’ text perceptions of and be processed by using
revisions via Google Docs attitudes towards the statistical calculation IBM
and their responses to the impact of online SPSS version 25.
questions in the follow-up peereditingmusing
interview. Google Docs on
academic writing
skills. The questions of
the semistructured
interview were adapted
from Pham and Usaha
(2016)
Standard deviations, t-
tests, and a
one-way Multivariate
Analysis of Covariance
(MANCOVA) were
used to analyse the
quantitative data.
Key findings 1 findings show that Google The results indicated peer editing technique by
Docs supports writing that online peerediting using Google-Docs can
instruction, specifically using Google Docs and increase students’
through (1) instructor and peer-editing in the achievement in writing
peer feedback that focuses face-to-face classroom descriptive essay.
on global and local issues significantly developed
in writing, (2) peer editing EFL learners’
and drafting of writing at academic writing skills
the global and local levels while the former type
and (3) peer responses to of instruction
feedback. outperformed the latter
both in short and long
term.
Key findings 2 The thematic analysis The findings of the teaching English writing
revealed the students’ study were in with peer editing technique
positive views of Google agreement with those by using Google Docs is
Docs supported of Yang (2010) who effective.
pedagogical practices in indicated that Google
writing. Docs allowed learners
to share their writing
with their peers more
easily to edit, modify,
 or delete the content
Key findings 3
Recommendation -this study involved a -Future researchers are
s for further small number of EFL recommended to
research. learners in the writing conduct the research
activities supported by on English language
Google Docs. Therefore, learners with different
future studies are proficiency levels and
recommended to use a larger pool of
investigate the use of subjects.
Google Docs among a -Future studies might
larger number of EFL also explore the way
learners. peer-editing works in a
- future research should team where
aim to provide a members have
comprehensive different roles to
investigation of the entire contribute towards the
process of writing starting production of a single
from idea generating or document in Google
planning, writing to docs which is possible
editing. in a project-based
-future researchers language learning
interested in the impact of environment.
Google Docs-based peer
editing on learners’
writing, they should
include evaluation or
assessment of students’
first drafts and last drafts
of writing.
-Future studies may also
explore the ways learners
collaborate or work
together on editing a
single text.
Other …….

Article 4. Collaborative Writing

Using Google Docs In Primary
Education: Development Of
Argumentative Discourse:
Chrysoula ZIOGA & Dr.
Konstantinos BIKOS
When, where was Feb 2020. Thessaloniki,
the study done? GREECE
Who were the 23 pupils in Modern Greek
participants? Language teaching in Year 5 of
How many? Primary School
Ages?
Backgrounds?
Methods pre- post intervention evaluation
design
Data collection Pre-test and post-test
and
data analysis.
Key findings 1 The findings of the present study
regarding the use of Google
Docs in the production of
argumentation text are in
consistent with previous
researches which have been
implemented in the teaching of
Greek language in secondary
education
Key findings 2

Key findings 3
Recommendations Further research is required with
for further a larger sample and from several
research. areas and various types of
schools.
Furthermore, it would be useful
to include a retention test, so as
to ascertain whether an
argumentative discourse
teaching programme using
collaborative tool Google Docs
leads to learning.
further research is suggested for
a comparison of the
effectiveness of the present
intervention with a second
experimental group which would
follow a collaborative
argumentation writing method
without a web tool and a control
group which would follow
argumentation skills’ teaching
using activities from the
textbook.
Article 1) Exploring the potential of Google Doc in facilitating innovative teaching and learning
practices in an EFL writing course : Mohammed Abdullah Alharbi
[Link]

Article 2) Exploring the impact of online peer-editing using Google Docs on EFL learners’
academic writing skills: a mixed

methods study: Saman Ebadi and Masoud Rahimi

[Link]

Article 3) Article 3. The Effect Of Peer-Editing Technique By Using Google Docs To Enhance
Students’ Academic Writing Skills At 1st Semester Of English Department Faculty Of Teacher
Training And Education Of Islamic University Of Syekh Yusuf: Firda Fauziah, Imam Sudarmaji
[Link]

Article 4) Collaborative Writing Using Google Docs In Primary Education: Development Of

Argumentative Discourse: Chrysoula ZIOGA & Dr. Konstantinos BIKOS DOI:
10.17718/tojde.690372

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