Using Google Docs for guided Academic Writing assessments: students’ perspectives

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Language Learning in Higher Education Pub Date : 2023-05-01 DOI:10.1515/cercles-2023-2007
Francesco Screti
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Abstract

Abstract This paper studies undergraduate students’ perceptions about using Google Docs® for guided writing of the final assessment in an Academic Writing course at a Higher Education level. Qualitative data have been collected through a Moodle survey and analysed employing Thematic Analysis. The aim is to see if students’ perceptions matched with their teacher’s aims, which were to reduce assessment anxiety toward a new and complex writing assignment such as a Literature Review; help working more effectively and reduce procrastination; and possibly enhance success rate. Results show that overall, students liked the technical features (autosaving, accessibility), the guidelines and examples contained in the template shared, and the role of the teacher as controller and provider of feedback and feedforward. Yet some few divergences between the teacher’s aim and students’ perceptions emerged: some students did not like working on-line, expressed preference for Microsoft Word®, found the procedure time-consuming or constraining, or even too easy. Most importantly, some students felt stressed about being watched. Therefore, if teachers want to adopt the same procedure, they should make sure they explain as clearly as possible the aims of the use of technology to maximize effectiveness and minimize students’ resistance.
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使用谷歌文档指导学术写作评估:学生的观点
摘要本文研究了本科生对在高等教育水平的学术写作课程中使用谷歌文档®进行期末评估指导写作的看法。定性数据是通过Moodle调查收集的,并采用专题分析进行分析。目的是看看学生的看法是否与老师的目标相匹配,老师的目标是减少对新的复杂写作作业(如文学评论)的评估焦虑;帮助更有效地工作,减少拖延;并可能提高成功率。结果显示,总体而言,学生喜欢技术特征(自动保存、可访问性)、共享模板中包含的指南和示例,以及教师作为反馈和前馈的控制者和提供者的角色。然而,在老师的目标和学生的看法之间出现了一些分歧:一些学生不喜欢在线工作,表示更喜欢Microsoft Word®,觉得这个过程耗时或受限,甚至太容易了。最重要的是,一些学生因为被监视而感到压力。因此,如果教师想采用同样的程序,他们应该确保尽可能清楚地解释使用技术的目的,以最大限度地提高效率,最大限度地减少学生的阻力。
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来源期刊
Language Learning in Higher Education
Language Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.00
自引率
0.00%
发文量
18
期刊介绍: Language Learning in Higher Education deals with the most relevant aspects of language acquisition at university. The CercleS journal presents the outcomes of research on language teaching, blended learning and autonomous learning, language assessment as well as aspects of professional development, quality assurance and university language policy. Its aim is to increase the quality of language teaching and learning programmes offered by university language centers and other providers in higher education by presenting new models and by disseminating the best results of research activities carried out at language centers and in other higher education departments.
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