The Use of Google Docs to Improve Students’ Writing Ability

Afdaliah, Nihla; Uswatunnisa, Uswatunnisa; Marliana, Rina

doi:10.35905/inspiring.v2i1.1266

Cited by 5 publications

(4 citation statements)

References 1 publication

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“…They concluded that this tool improves students' digital skills, social skills, and learning motivation. Students could use Google Docs to comment on each other's work, share ideas, and revise their work in order to improve their writing and learn from each other (Afdaliah, Uswatunnisa, & Marliana, 2019;Metilia & Fitrawati, 2018). Literature also indicates that Google Docs is an effective tool for improving students' writing and social skills as it allows students to collaborate for creative writing (Perry & Rangu, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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Teachers have long been using mobile devices to support their personal learning. Especially during the COVID-pandemic, the professionalization of teachers demanded the use of mobile solutions, which requires them to apply self-regulated learning strategies. This article focuses on mobile self-regulated professional learning of Flemish teachers in primary education. The study examined (1) which profiles in self-regulated learning can be distinguished in a mobile learning environment and (2) whether there is a correlation between mobile self-regulated learning and the willingness to call on mobile learning. An explorative study was conducted by interviewing primary teachers (N=141) by means of an online survey. An explorative factor analysis confirmed that there are ten latent factors, which clustered around eight components (1) self-efficacy, (2) help seeking, (3) task appreciation, (4) goal-setting, (5) selfreflection, (6) strategical planning, (7) concretization and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive strategies and strategical planning, indicating that older teachers utilized these self-regulatory strategies more than younger participants. In sequence, a latent cluster analysis identified two profiles in mobile self-regulated learning, namely a moderate and high profile in self-regulated learning. Furthermore, a bivariate test with Pearson correlation coefficient confirmed that there is a positive correlation between the overall score of mobile self-regulated learning of teachers and the degree to which they are willing to use mobile learning for their professional learning. More specifically, a correlation was found with the self-regulated learning skills: metacognitive learning strategies, self-reflection, concretization, and goal-setting.

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Section: Literature Reviewmentioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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“…Perrova-Millo (2017) experimented with Google Docs for an engineering program in which the study revealed that Google Docs is a useful tool to inculcate their skills to use technology in managing their work products which supports knowledge generation and keeping records of their progress and allow others to access their analysis and decisions. In Afdaliah et al (2019) quasi-experimental design showed that Google Docs not only has significantly improved learners' writing skills, it also has improved their interest into learning writing skills through the embedded technology. Arora (2019) conducted a unique research in which she has used a management school as a case study to solve issue pertaining to class attendance by utilising different Google tools such as Google Docs and Google Drive as the cloud to store the massive records.…”

Section: Literature Review Collaborative Technology Within Education Settingmentioning

confidence: 99%

Towards Digital Engagement – Exploring Academic Writing Conferencing and Collaborative Writing Using Google Docs

Bakar¹

2021

IJARBSS

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Academic writing is a complex process for learners as they are required to transfer their thoughts into writing not only by using correct language but also formatting. When the world was struck by the Covid-19 pandemic, learning is migrated to online platforms. Instructors need to search for the best pedagogy to ensure the process of teaching and learning is not disrupted. Web 2.0 tools is perceived to be an ideal resource to assist instructors in teaching academic writing. Online writing tools like Google Docs are immediately integrated into the educational settings due to its vast values and potentials in assisting learners to learn within online environment. This paper presents a quantitative study investigating higher education students' perceptions toward collaborative writing using Google Docs as well as examining the manner online writing conference as a feedback tool can help to improve students' writing performance. The data is analysed using SPSS Version 24 with 49 students participated in this study. From the survey conducted, it is found that the learners reacted positively to the use of Google Docs not only to work collaboratively successfully but also the feedback they received in the Google Docs both from their peers and the instructor had helped them to improve their writing performance. This study implicated that Google Docs is a constructive resource as an alternative pedagogical tool that can facilitate learners' writing skills and digital engagement which is imperative as part of the effort to equip them with the 21 st century skills.

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“…Selain itu, bahasa Arab merupakan sarana komunikasi dalam pengembangan dunia pariwisata dan bisnis (Khasanah, 2016;Andriani, 2015). Sehubungan dengan teknologi komunikasi dan ilmu pengetahuan, dibutuhkan pengajaran pendidikan yang bisa memanfaatkan perkembangan teknologi yang ada, sehingga teknologi dapat menjadi salah satu alternatif pendukung pembelajaran (Afdaliah, Uswatunnisa, & Marliana 2019;Arsyad 2011).…”

Section: Pendahuluanunclassified

Pengembangan Media Pembelajaran Bahasa Arab Berbasis Web Offline pada Siswa Kelas X SMA Negeri 8 Malang

Firdausia,

Asrori,

Ahsanuddin

2020

Msn

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The objective of this developmental research are: (1) to describe the product of offline web-based instructional media of Arabic language for X class of SMAN 8 Malang, (2) to describe the feasibility of offline web-based instructional media of Arabic language for X class of SMAN 8 Malang, and (3) to describe the use of offline web-based instructional media of Arabic language for X class of SMAN 8 Malang. This study uses a model of Research and Development (R&D) by Borg & Gall. The data is verbal and numerical data. The instrument used in this study are the researcher and questionnaires. Test subject in this developmental research include: 1) one matter experts, 2) a media expert both lecturers in the Department of Arabic Literature UM and 3) high school studies teachers who teach the Arabic language; 4) 35 students of Senior High School at X class. The results of this developmental research are the offline web-based instructional media of Arabic language that is in the form of CD. The product is well worth about 93.05% level of eligibility. The product is used with the classical and independent instructional model.

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The Use of Google Docs to Improve Students’ Writing Ability

Cited by 5 publications

References 1 publication

The Asian Conference on Education 2022: Official Conference Proceedings

The Asian Conference on Education 2022: Official Conference Proceedings

Towards Digital Engagement – Exploring Academic Writing Conferencing and Collaborative Writing Using Google Docs

Pengembangan Media Pembelajaran Bahasa Arab Berbasis Web Offline pada Siswa Kelas X SMA Negeri 8 Malang

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