The Convergence of Technology and Pedagogy: Boosting EFL Writing Skills through Google Docs as a Cloud-Based Tool and Collaborative Learning Environment

Document Type : Research Paper

Authors

1 South Tehran Branch, Islamic Azad university, Tehran, Iran,

2 North Tehran Branch, Islamic Azad University, Tehran, Iran

3 South Tehran Branch, Islamic Azad University, Tehran, Iran

10.22111/ijals.2025.52029.2521

Abstract

The present study explored the effectiveness of Google Docs as a cloud-based technology in enhancing the complexity, accuracy, and fluency (CAF) facets of writing competence. Forty-nine Iranian EFL learners, majoring in English, from two intact classes participated in the study. The classes were randomly assigned to the Google Docs (GD) group and the Conventional Teaching group (CT) after their proficiency levels were identified. The GD group (n=25) used the Google Docs writing instruction platform, while the CT group (n=24) received traditional writing instruction. Furthermore, ten students from the Google Docs group participated in semi-structured interviews to express their perceptions of the treatment they received. A mixed-methods design, incorporating Multiple Analysis of Covariance (MANCOVA) and theme-based analysis, was employed to assess quantitative and qualitative outcomes. The findings indicated that the GD group demonstrated a significantly improved ability in CAF writing compared to the CT group. The interviews revealed several important themes, including the positive experiences associated with collaborative writing through Google Docs, the convenience and flexibility of real-time collaboration, and the effectiveness of peer support in enhancing writing competence. Additionally, the teacher’s role as a facilitator was found to be crucial. Overall, the results suggested that the interactive attribute of Google Docs, combined with peer correction and editing, noticeably supports more sophisticated and accurate writing skills.

Keywords

References

Abe, M. (2020). Interactional practices for online collaborative writing. Journal of Second Language Writing, 49, Article 100752. https://doi.org/10.1016/j.jslw.2020.100752
Abrams, Z. (2016). Exploring collaboratively written L2 texts among first-year learners of  German in Google Docs. Computer Assisted Language Learning, 29(8), 1259–1270. https://doi.org/10.1080/09588221.2016.1270968
Adams, R.,   Alwi, N.A.N. M., & Newton, J. (2015). Task complexity affects the complexity and accuracy of writing via text chat. Journal of Second Language Writing, 29, 64–81. https://doi.org/10.1016/j.jslw.2015.06.002
Alharbi, M. A. (2020). Exploring the potential of Google Docs in facilitating innovative teaching
and learning practices in an EFL writing course. Innovation in Language Learning and Teaching, 14(3), 227–242. https://doi.org/10.1080/17501229.2019.1572157
Allan, D. (2004). Oxford placement test. Longman.
Alvarez, I., Espasa, A., & Guasch, T. (2012). The value of feedback in improving collaborative writing assignments in an online learning environment. Studies in Higher Education, 37(4), 387–400. https://doi.org/10.1080/03075079.2010.510182
Álvarez, I., Guasch, T., & Espasa, A. (2009). University teacher roles and competencies in online learning environments: a theoretical analysis of teaching and learning practices. European Journal of Teacher Education, 32(3), 321–336. https://doi.org/10.1080/02619760802624104
Ammar, A.,  & Hassan, R. M. (2018). Taking it through: Collaborative dialogue and second language learning. Language Learning, 68(1), 46–82. https://doi.org/10.1111/lang.12254
Anders, A. D. (2018). Networked learning with professionals boosts students' self-efficacy for social networking and professional development. Computers & Education, 127, 13–29. https://www.learntechlib.org/p/200475/.
Auerbach, C.F., & Silverstein, L.B. (2003). Qualitative data: An introduction to coding and analysis. New York University Press.
Bikowski, D., Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning and Technology, 20(1), 79–99. http://dx.doi.org/10125/44447
Brown, D., Liu, Q., & Norouzian, R. (2023). Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688221147374
Bui, G., & Kong, A. (2019). Metacognitive instruction for peer review interaction in L2 writing. Journal of Writing Research, 11(2), 357–392. https://doi.org/10.17239/jowr-2019.11.02.05
Cahusac de Caux, B., & Pretorius, L. (2024). Learning together through collaborative writing: The power of peer feedback and discussion in doctoral writing groups. Studies in Educational Evaluation, 83, Article 101379. https://doi.org/10.1016/j.stueduc.2024.101379
Chan, K., & Ridgway, J. (2006). Students’ perception of using blogs as a tool for reflection and communication. www.google.com.ph.
Chao, Y. C. J., & Lo, H. C. (2011). Students’ perceptions of Wiki-based collaborative writing for learners of English as a foreign language. Interactive Learning Environments, 19(4), 395–411. https://doi.org/10.1080/10494820903298662
Chen, S., Ouyang, F., & Jiao, P. (2022). Promoting student engagement in online collaborative writing through a student‐facing social learning analytics tool. Journal of Computer Assisted Learning, 38(1), 192–208. https://doi.org/10.1111/jcal.12604
Cho, H. (2017). Synchronous web-based collaborative writing: Factors mediating interaction among second-language writers. Journal of Second Language Writing, 36, 37–5. https://doi.org/10.1016/j.jslw.2017.05.013
Creswell, J. W., Shope, R., Vicki, L., Clark, P., & Green, D. O. (2006). How interpretive qualitative research extends mixed methods research. Research in the School, 13(1), 1–11.                                                                                
Davison, I. (2024). The effects of completing collaborative or independent writing on the development of language use in individual writing. Journal of Second Language Writing, 65, Article 101128. https://doi.org/10.1016/j.jslw.2024.101128
Ebadi, S., & Rahimi, M. (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.
Ebadi, S., & Rahimi, M. (2019). Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs. Computer Assisted Language Learning, 32(5-6), 527–555. https://doi.org/10.1080/09588221.2018.1527362
Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474–509. https://doi.org/10.1093/applin/amp042
Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford University Press.
Fan, Y., & Xu, J. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing, 50, Article 100775. https://doi.org/10.1016/j.jslw.2020.100775
Fathi, J., & Rahimi, M. (2022). Electronic writing portfolio in a collaborative writing environment: Its impact on EFL students’ writing performance. Computer Assisted Language Learning, 37(7),1–39. https://doi.org/10.1080/09588221.2022.2097697
Field, A. (2017). Discovering statistics using SPSS (5th ed). Sage.
501 Writing prompts (2003). Learning Express.
Genç-Ersoy, B., & Göl-Dede, D. (2022). Developing writing skills, writing attitudes, and motivation through educational games: Action research. International Journal of Contemporary Educational Research, 9(3), 569–589. https://doi.org/10.33200/ijcer.1089781
Godwin-Jones, R. (2018). Second language writing online: An update. Language Learning & Technology, 22(1), 1–15. https://dx.doi.org/10125/44574
Griffin, Z. M.  &   Ferreira, V. S.  (2006). Properties of spoken language production. In M. J. Traxler & M. A. Grensbacher (Eds.), Handbook of psycholinguistics (2nd ed., pp. 21–59). Elsevier.
Haug, K. N., & Klein, P. D. (2018). The effect of speech-to-text technology on learning a writing strategy. Reading & Writing Quarterly, 34(1), 47–62.
             https://doi.org/10.1080/10573569.2017.1326014
Hemati, Z., & Farahian, M. (2024). Fostering EFL learners’ classroom engagement: Does collaborative writing through Google Docs make a difference? Technology Assisted Language Education, 2(1), 1–20. https://doi.org/10.22126/tale.2024.10225.1030
Housen, A., Kuiken, F., & Vedder, I. (2012). Complexity, accuracy, and fluency: Definitions, measurement, and research. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp. 1–20). https://doi.org/10.1075/lllt.32.01hou 
Imsa-ard, P. & Barrot, J.S. (2024). Combining multimodal technology-mediated and peer feedback: effects on second language (L2) learners’ Complexity, Accuracy, and Fluency (CAF) in writing. Computer Assisted Language Learning, 1–39. https://doi.org/10.1080/09588221.2024.2443770
Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13–38. https://doi.org/10.1016/j.jslw.2017.06.00
Knoch, U., Rouhshad, A., & Storch, N. (2015). Does the writing of undergraduate ESL students develop after one year of study in an English-medium university? Assessing Writing 21, 1–17. https://doi.org/10.1016/j.asw.2014.01.001
Lambert, C., Kormos, J. (2014). Complexity, accuracy, and fluency in task-based L2 research: Toward more developmentally based measures of second language acquisition. Applied Linguistics 35(5), 607–614. https://doi.org/10.1093/applin/amu047
Levkina, M. & Gilabert, R. (2012). The effects of cognitive task complexity on L2 oral production. John Benjamins. https://doi.org/10.1075/lllt.32.08lev
Li, M., & Zhang, M. (2023). Collaborative writing in L2 classrooms: A research agenda. Language Teaching, 56(1), 94–112. https://doi.org/10.1017/S0261444821000318
Link, S., Mehrzad, M., & Rahimi, M. (2022). Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning, 35(4), 605–634. https://doi.org/10.1080/09588221.2020.1743323
López-Pellisa, T., Rotger, N., & Rodríguez-Gallego, F. (2021). Collaborative writing at work: Peer feedback in a blended learning environment. Education and Information Technologies, 26(1), 1293–1310. https://doi.org/10.1007/s10639-020-10312-2
Marandi, S. S. & Seyyedrezaie, M. S. (2017). The multi-course comparison of the effectiveness of two EFL writing environments, Google Drive versus face-to-face, on Iranian EFL learners’ writing performance and apprehension. Computer-Assisted Language Electronic Journal, 18(1), 9–21.
Martínez, A. (2018). Analysis of syntactic complexity in secondary education EFL writers at different proficiency levels. Assessing Writing, 35, 1–11. https://doi.org/10.1016/j.asw.2017.11.002
Naghdipour, B. (2016). English writing instruction in Iran: Implications for second language writing curriculum and pedagogy. Journal of Second Language Writing, 32(4), 81–87. https://doi.org/10.1016/j.jslw.2016.05.001
Nation, I.S.P. (2009). Teaching ESL/ESL reading and writing. Routledge.
Neumann, H., & McDonough, K. (20014). Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context. Journal of English for Academic Purposes, 15, 14–26. https://doi.org/10.1016/j.jeap.2014.05.002
Ningsih, P. S. S. (2023). Effective collaborative writing with Google Docs in EFL classes. English Journal of Indragiri: Studies in Education, Literature, and Linguistics, 7(2), 2589–5140.
             https://ejournal-fkip.unisi.ac.id/index.php/eji/
Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30(4), 555–578.
https://doi.org/10.1093/applin/amp044
Ohta, A. S. (2001). Second language acquisition processes in the classroom: Learning Japanese. Lawrence Erlbaum.
Pavlenko, A. & Lantolf, J. (2001). Second language learning as participation and the reconstruction of selves. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning, (pp.155–177). Oxford University Press.
Pham, V. & Usaha, S. (2016). Blog-based peer response for L2 writing revision. Computer Assisted Language Learning, 29(4), 724–748. https://doi.org 10.1080/09588221.2015.1026355
Phuoc, V. D., & Barrot, J. S. (2022). Complexity, accuracy, and fluency in L2 writing across proficiency levels: A matter of L1 background. Assessing Writing, 54, Article 100673. http://dx.doi.org/10.1016/j.asw.2022.100673
Rashid, A. A., Yunus, M. M., & Wahi, W. (2019). Using Padlet for collaborative writing among
 ESL learners. Creative Education, 10(3), 610–620. http://doi.org10.4236/ce.2019.103044 
Rashtchi, M., & Khoshnevisan, B. (2020). Lessons from critical thinking: How to promote thinking skills in EFL writing classes. European Journal of Foreign Language Teaching, 5(1), 34–47. http://doi.org10.46827/ejfl.v5i1.3153
Rashtchi, M., & Yousefi, L. M. (2017). Reading input flooding versus listening input flooding: Can they boost speaking skills? Journal of Language and Cultural Education, 5(1), 39–58. http://doi.org 1515/jolace-2017-0003
Rubin, H. J., & Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data. Sage. https://doi.org/10.4135/9781452226651
Skehan, P. (2009). Modeling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510–532. https://doi.org/10.1093/applin/amp047
Skehan P. (2014). Synthesizing and applying task research. In P. Skehan (Ed.), Processing perspectives on task performance (pp. 211–260). John Benjamins.
Skehan, P. & Foster, P. (2012). Complexity, accuracy, fluency, and lexis in task-based performance. 199–220. https://doi.org/10.1075/lllt.32.09fos
Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters.
Su, F., & Zou, D. (2022). Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications. Computer Assisted Language Learning, 35(8), 1754–1788. https://doi.org/10.1080/09588221.2020.1831545
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, K., Zhang, J., Wang, M., & Wu, Y. (2024). The effects of task complexity and collaborative writing on L2 syntactical complexity development: A self-determination theory perspective. Learning and Motivation, 88, Article 102035. https://doi.org/10.1016/j.lmot.2024.102035
Wigglesworth, G., & Storch, N. (2012). What role does collaboration play in writing and writing feedback? Journal of Second Language Writing, 21(4), 364–374. https://doi.org/10.1016/j.jslw.2012.09.005
Williams, C., & Beam, S. (2019). Technology and writing: Review of research. Computers  & Education, 128, 227–242. https://doi.org/10.1016/j.compedu.2018.09.024
Zhang, M., & Plonsky, M. (2020). Collaborative writing in face-to-face settings: A substantive and methodological review. Journal of Second Language Writing, 49, Article 100753. https://doi.org/10.1016/j.jslw.2020.100753
Zhou, W., Simpson, E., & Domizi, D. (2012). Google Docs in and out-of-class collaborative writing activity. International Journal of Teaching and Learning in Higher Education, 24, 359–375. https://eric.ed.gov/?id=EJ1000688
 
Iranian Journal of Applied Language Studies
Volume 17, Issue 2
October 2025
Pages 153-174

Files

Share

How to cite

Statistics