EFL Students’ Perceptions towards Using Google Docs and Google Classroom as Online Collaborative Tools in Learning Grammar

Khalil, Zeiadee M.

doi:10.14744/alrj.2018.47955

Cited by 80 publications

(114 citation statements)

References 5 publications

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“…The findings revealed that students' perception toward Google classroom was good and they responses positively to the use of Google classroom platform. This findings support the studies conducted by [17]; [18]; [19] and [20] who reported that Google classroom is very effective and students have positive intention to use the platform as an online learning delivery. This implied that Google classroom platform is an effective online learning delivery because it has contributed to the academic success of the students at secondary school during pandemic.…”

Section: One Participant Made This Statementsupporting

confidence: 91%

Impact of Google Classroom as an Online Learning Delivery during COVID-19 Pandemic: The Case of a Secondary School in Nigeria

OYARINDE

Komolafe²

2020

JESBS

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The teaching and learning process is rapidly becoming technology driven with the integration of digital learning using of online learning platforms to facilitate instructional delivery. Google classroom learning platform is one of the effective ways of enhancing student active engagement in an online learning environment. The purpose of this study is to examine the impacts of Google classroom as an online learning delivery platform in secondary school during the COVID-19 pandemic in Nigeria. A mixed method approach was used in the study. Online questionnaire on Google Classroom Attitude Scale (GCAS) was used and online Semi-Structure Interview Guide (SSIG) developed by the researcher for data collection on the students’ perceptions on Google classroom. The researcher used Statistical Package of Social Science programme to calculate and analyse arithmetic mean, standard deviation and t-test. Content analysis was used for analysis of qualitative data. The participants were 140. The results showed that Google classroom platform as an online learning delivery positively affected students' academic achievement, attitudes and their perception during the pandemic in Nigeria’s secondary school. Based on the findings of the study, it was recommended that education stakeholders should effectively prepare students for the use of this platform for their learning activities during the pandemic. The platform is capable of assisting both students and teachers to connect, work together, create assignments, grade students and post learning materials. Likewise, students can also ask questions about the areas they do not understand. Hence, the advantages of the platform can be brought into usage for achieving quality in the teaching and learning process at all levels of education during the pandemic.

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Section: One Participant Made This Statementsupporting

confidence: 91%

Impact of Google Classroom as an Online Learning Delivery during COVID-19 Pandemic: The Case of a Secondary School in Nigeria

OYARINDE

Komolafe²

2020

JESBS

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“…Saeed and Mostafa (2018) [27] found that when Google Classroom was integrated into their learning, students felt motivated. Khalil (2018) [28] found that students viewed Google Classroom as supporting collaborative learning environment since it allows teacher-student and student-student interactions.…”

Section: Google Classroommentioning

confidence: 99%

Google Classroom: Malaysian University Students’ Attitudes towards Its Use as Learning Management System

Kassim¹

2021

Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)

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Education in the 21 st century is heavily influenced by information and communication technology. The advancement of the Internet has enabled learning to be conducted online, which offers many advantages. Online learning is commonly managed using a learning management system (LMS), the most widely used being Google Classroom. Studies have shown that Google Classroom"s ease of use, usefulness, and helpfulness have been viewed by learners around the world positively. However, studies involving Malaysian learners are sparse. To close the gap in the literature, the present study examined Malaysian university students" attitudes towards the use of Google Classroom as LMS. Research method employed was quantitative descriptive research. Participants were 89 students from a public university in Terengganu, Malaysia, who were taking an English course. They were mostly female (71%) and between 20 and 23 years old. They had attended face-to-face learning sessions for five weeks before the Covid-19 pandemic necessitated the classes to be held online completely. Participants then completed nine weeks of online learning on Google Classroom. To obtain participants" feedback, they were requested to fill out a Google Form questionnaire, which asked them to rate on a five-point Likert scale their perceptions of Google Classroom"s ease of use and usefulness as well as their intention to continue using the platform. Based on the results, participants" views of Google Classroom were very positive. It can be suggested that participants found Google Classroom easy to use, useful, and worth using.

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“…Nevertheless, Google Docs can be a suitable method for giving instant feedback and allows "collaboration on a student-generated text when students are online simultaneously" (Boyes, 2016, p. 229). There are other advantages of students using Google Docs, such as sharing documents with their teachers at the click of the button and being able to access their records, view, and edit them at any time from a computer, laptop, or a mobile phone (Khalil, 2018). To add, some teachers used features such as voice comments.…”

Section: Perceptions Of Electronic Feedbackmentioning

confidence: 99%

The Effectiveness of Teacher Electronic Feedback in Asynchronous Teaching: A Case Study of Foundation Students at Sultan Qaboos University

Damen¹

2021

Preprint

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Due to the Covid-19 pandemic, educational systems worldwide, including Oman, were affected as this led to temporary closures of schools, colleges, and universities. In response to such closures, many countries decided to continue offering education through distance learning. Similarly, Sultan Qaboos University (SQU), the only government university in Oman, opted for asynchronous teaching through Emergency Remote Teaching (ERT). Through ERT, there is a temporary shift in instructional delivery. Its primary aim is to provide temporary access to instruction and support materials quickly and reliably during the crisis. Asynchronous teaching provides students with flexibility to access the materials posted by teachers whenever they can, leaving teachers with many challenges. One of these challenges is the ability to offer proper feedback to students. Therefore, this study aimed to examine the perceptions of both teachers and students on the electronic feedback provided in ERT. A total of 8 teachers 80 students enrolled in the foundation program at SQU participated in the study. The responses of both teachers and students were collected through online questionnaires and semi-structured interviews. The findings of the study indicate that some feedback methods seemed to be more effective. The study also identified the challenges faced by both students and teachers in terms of electronic feedback. Furthermore, the study gives suggestions to improve electronic feedback methods.

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EFL Students’ Perceptions towards Using Google Docs and Google Classroom as Online Collaborative Tools in Learning Grammar

Abstract: EFL students' perceptions towards using Google docs and Google classroom as online collaborative tools in learning grammar, Applied Linguisics Research Journal, 2 (2), 33-48.

Cited by 80 publications

References 5 publications

Impact of Google Classroom as an Online Learning Delivery during COVID-19 Pandemic: The Case of a Secondary School in Nigeria

Impact of Google Classroom as an Online Learning Delivery during COVID-19 Pandemic: The Case of a Secondary School in Nigeria

Google Classroom: Malaysian University Students’ Attitudes towards Its Use as Learning Management System

The Effectiveness of Teacher Electronic Feedback in Asynchronous Teaching: A Case Study of Foundation Students at Sultan Qaboos University

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