New Directions for Research in L2 Writing

Ransdell, Sarah Ellen; Barbier, Marie-Laure

doi:10.1007/978-94-010-0363-6

Cited by 11 publications

(1 citation statement)

References 163 publications

(542 reference statements)

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“…Writing in English as a foreign language (EFL) is a complex, challenging, and non-linear process (Suvin, 2020) that requires writers to engage various cognitive skills (Crossley & McNamara, 2016). Such non-linear processes are characterized by continuous planning, drafting, and revision (Ransdell & Barbier, 2002). As writing is a cognitive activity, teachers play an essential role in guiding students to improve their writing skills (Javadi-Safa, 2018).…”

Section: Introductionmentioning

confidence: 99%

EFL Students’ Perceptions of Google Docs as an Interactive Tool for Learning Writing

Aldossary¹

2022

IJEL

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The present study aimed to explore the perceptions of Saudi tertiary-level students toward using Google Docs as a learning tool in English as a foreign language (EFL) writing classes. Adopting a quantitative approach, 164 Saudi EFL students studying writing at three different academic levels completed a questionnaire about their perceptions of utilizing Google Docs as an alternative learning platform to learn writing and interact with teachers and peers. The findings showed that the participants perceived Google Docs useful and interesting. They also indicated that Google Docs could establish a collaborative learning environment. Their use enhanced student-teacher and student-student interactions, improved students’ overall writing skills, and encouraged constructive peer-to-peer discussions. The study suggests that Google Docs plays a significant role in promoting learners’ motivation and involvement in learning second language writing. It concludes with some limitations and provides recommendations for future research.

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