Exploring teacher interactive e-feedback on students’ writing through Google Docs: factors promoting interactivity and potential for learning

Saeed, Murad Abdu; Qunayeer, Huda Suleiman Al

doi:10.1080/09571736.2020.1786711

Cited by 34 publications

(64 citation statements)

References 32 publications

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“…This result could be due to teachers' focus on form over meaning in giving feedback on students' drafts and limited linguistic knowledge, as concluded by Tai et al (2015). This might be also attributed to the difficulty that students with limited language proficiency encounter while revising global issues as suggested by Saeed and Al Qunayeer (2020). This finding agreed with Godwin-Jones (2018) who found that students in their collaborative work focused more on forms than meanings.…”

Section: Discussionsupporting

confidence: 67%

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Using Google Docs to Enhance Students’ Collaborative Translation and Engagement

Ali

2021

JITE:Research

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Aim/Purpose: This study investigated the integration of Google Docs in facilitating undergraduate students’ interactional collaboration in an online translation course. The study also explored the engagement patterns that emerge when students use Google Docs and evaluated their experience of using this platform in collaborative translation. Background: Integration of technology in specialized English translation classes has become crucial to empower students with the required skills in the labor market. However, students might perceive specialized translation as a tedious and difficult process and become reluctant to engage in translation classes. Few studies have investigated students’ performance and engagement aspects in online collaborative translation contexts. Methodology: This study employed a mixed-method approach. Multiple sources of data were collected from translation tests, an engagement questionnaire, semi-structured interviews, and students’ interactions on the online platforms. Ninety-three students majoring in business administration were purposefully assigned into a control group and two experimental groups. Throughout six weeks, students in the first experimental group collaborated on translation assignments via discussion forum boards on a Learning Management System (LMS), whereas students in the second experimental group used Google Docs to complete three translation assignments. Control group students completed the same assignments individually. Contribution: This study contributes to the previous body of knowledge in the field of collaborative learning, translation, and educational technology by exploring the effectiveness of using Google Docs in improving students’ collaboration and engagement in a specialized translation course. Findings: One-way ANOVA for the translation post-tests showed a statistically significant improvement in the overall translation performance and translation subskills of the experimental group who used Google Docs compared to the control group and the experimental group who interacted through discussion forums. Descriptive statistics of the engagement questionnaire revealed a significant statistical increase in the Google Docs group’s behavioral, cognitive, and affective engagement. Content analysis of the qualitative data showed that students engaged behaviorally by giving and receiving feedback both at the global and local levels and cognitively through questioning, giving constructive comments, and justifying arguments. Students also engaged effectively and expressed positive feelings when collaborating online. Moreover, students reported the usefulness of using Google Docs in the collaborative translation process and expressed their satisfaction and confidence. Recommendations for Practitioners: Practitioners should use collaborative technological tools to upgrade translators’ skills and increase students’ engagement. Recommendation for Researchers: It is recommended that researchers compare students’ engagement in different learning modalities and explore the relationship between students’ translation competence and their engagement level. Impact on Society: The society of specialized translation will be improved by implementing innovative pedagogical techniques in teaching and training translators. This research can raise awareness of the importance of online tools in exchanging learning experiences inside and outside the academic contexts. Future Research: Future studies should explore the impact of implementing web/computer-based tools in the collaborative translation of different genres and various languages.

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Section: Discussionsupporting

confidence: 67%

“…A plethora of studies have investigated students' engagement in collaborative tasks (Saeed & Al Qunayeer, 2020;Woodard & Babcock, 2014). For example, Sousa et al (2019) conducted a case study to determine the factors influencing students' interactions in a collaborative activity.…”

Section: Students' Engagementmentioning

confidence: 99%

Using Google Docs to Enhance Students’ Collaborative Translation and Engagement

Ali

2021

JITE:Research

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“…Although positive comments were provided on e-feedback, several participants mentioned that combining it with the additional clarification during online meetings and in the discussion boards helped to make the feedback clearer and more useful. These findings are in line with Saeed and Al Qunayeer who clarify that e-feedback in the Google documents is given asynchronously and is therefore limited in providing interactivity between teachers and students (Saeed & Al Qunayeer, 2020). The researchers suggested using audio feedback and combining synchronous and asynchronous ways (e.g., including online chats) that might support teacher-student interaction and be more helpful in promoting the revision of the written texts.…”

supporting

confidence: 81%

“…Depending on the task requirements, lecturers' and students' opportunities, Internet connection, and many other factors, each university department and team members chose the way they would provide e-feedback. Although giving online comments was not new in teaching language skills (Saadi & Saadat, 2015;Zareekbatani, 2015;McGrath & Atkinson-Leadbeater, 2016;Johnson, Stellmack & Barthel, 2019;Saeed & Al Qunayeer, 2020), it was the first time when only remote teaching was possible and technologically supported feedback was provided on the assessment tasks.…”

mentioning

confidence: 99%

Use of electronic feedback in second language writing: teachers' and students' views

Makovskaya¹

2021

IJME

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Feedback has always been considered important in second language writing. Quite recently due to various reasons, electronic feedback has become one of the frequently applied types (Zareekbatani, 2015; Ene & Upton, 2018). The aim of the research study was therefore to identify lecturers’ and students’ views on the use of online comments provided on the second language writing tasks. The data was collected through conducting online semi-structured interviews with undergraduate students and lecturers of one Uzbek university. The findings revealed that a variety of comments given on different aspects of the written assessment tasks in the Google documents and combined with additional oral feedback were effective. The article aims at discussing the detailed findings of the research study and providing possible suggestions for language teachers on the use of electronic feedback in L2 writing.

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“…e-LKM berbasis web yang dikembangkan menggunakan aplikasi Google Docs ini mendukung proses collaborative learning (Nuswowati et al, 2019). Fitur dari aplikasi ini memberikan kesempatan kepada mahasiswa untuk dapat berdiskusi, berkolaborasi, sekaligus mengerjakan secara bersamaan e-LKM melalui perangkat masingmasing sehingga setiap mahasiswa dapat berpartisipasi aktif (Abrams, 2019;Saeed & Al Qunayeer, 2020).…”

Section: Metode Penelitianunclassified

Pengembangan Lembar Kegiatan Mahasiswa Elektronik (e-LKM) berbasis Collaborative Learning Untuk Mata Kuliah Dasar-Dasar Pendidikan MIPA

Aldresti

Erviyenni

Haryati

2021

pendipa. jurnal. pendik. sains

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The aim of this study was to develop a collaborative learning-based electronic students activity sheets which is valid for the Education of Mathematic and Basic Natural Science course. This research and development used a 3-D model which adapts the Thiagarajan 4-D development research model. This model consists of three stages, namely: define, design, and develop. A series on collaborative learningbased Electronic Students Activity Sheets support college students to be active, interact with each other, and collaborate in the learning process. The results of the development are three activity sheets with different topics. The validation test shows that the Collaborative Learning-based Electronic Students Activity Sheets that has been developed is suitable for use in the Mathematics and Basics Natural Science Education course with a percentage of the validity are 92.36%; 86.11%; and 87.50% respectively.

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Exploring teacher interactive e-feedback on students’ writing through Google Docs: factors promoting interactivity and potential for learning

Cited by 34 publications

References 32 publications

Using Google Docs to Enhance Students’ Collaborative Translation and Engagement

Using Google Docs to Enhance Students’ Collaborative Translation and Engagement

Use of electronic feedback in second language writing: teachers' and students' views

Pengembangan Lembar Kegiatan Mahasiswa Elektronik (e-LKM) berbasis Collaborative Learning Untuk Mata Kuliah Dasar-Dasar Pendidikan MIPA

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