Google Docs is a learning tool developed by Google. It is a free platform accessible to both educators and learners. This application facilitates immediate access and real-time editing of documents for multiple small teams or pairs over a hyperlink.
The teachers can provide prompt feedback by offering comments and implementing any modifications. Once the instructors have posted their remarks, the students can review them. Additionally, learners have the opportunity to examine the work of other groups and the feedback they received, which can assist them in enhancing their own work. Google Docs is said to facilitate real-time collaboration among students more effectively than software such as Microsoft Word. Google Docs is a comprehensive word processor, surpassing CryptPad in functionality as it allows for text editing and many features.
Argumentative essays are a genre of writing in which the author puts up a claim or argument about a certain issue and substantiates it with evidence, logical reasoning, and analysis. The objective is to convince the reader to align with the author's perspective or to prompt them to take action based on their argument. Typically, these essays adhere to a structured format which consists of an introduction, a thesis statement, body paragraphs that give evidence and counterarguments, and a conclusion.
Why Google Docs is chosen as a tool?
Students and teachers are expected to have a very high level of interaction when handling argumentative essays. Hence, the chosen communication platform should be able to support this level of interaction. Google Docs are well-known features of google platforms, and they have been used and proved to be probable interactive environments for students and teachers alike. The interaction between lecturer-student and students-students while handling their essays is one issue that has made Google Docs a very powerful feature of google.
Research Design
This study utilised a quasi-experimental methodology. The study employed a pre-test, treatment, and post-test strategy to compare the experimental and control groups. Prior to implementing any intervention in both courses, the teacher conducted a writing pre-test to assess the students' previous performance in writing. The experimental group had a six-week treatment using Google Docs to enhance their writing skills, whilst the control group received conventional lectures. The teacher subsequently conducted a post-test to assess the students' proficiency in writing argumentative essays.
Population and Sample
The data are collected from a sample of 100 students who took the LSP404- Technical and Engineering English course in Universiti Sains Malaysia. The individuals who took part were split into two groups: the control group and the experimental 34 group. The sample size is chosen based on Krejcie & Morgan (1970) table, in which the total population of students taking LSP404 for the semester is 150, so 100 students as the sample is suitable.
The Instruments and Participants
The questionnaire which is adapted from Khalil (2018) and Vahid (2018) is designed to assess participants' preferences, perceptions, and experiences regarding the components of argumentative essay writing (claim, counter-claim, reason, evidence) and the features of Google Docs (structural elements, start and index, paragraph structure, text runs) in the teaching and learning context. The responses obtained from the questionnaire will be analysed using statistical techniques to identify patterns and factor strength within the data.
Group of students taking the LSP404- Technical and Engineering English subject were selected from several Engineering School in Universiti Sains Malaysia, Engineering Campus. They were then divided into the control group which involves 2 classes and the experimental group, also 2 classes.
The pre-test would be done on week 1, where post-tests would be done on week 3 and 7. The questions for the test are approved by the LSP404- Technical and Engineering English course coordinator.
The data taken from the pre and post-test, as well as the questionnaire were then analysed using SPSS.
Findings
Upon comparing the outcomes of the control and experimental groups, it is evident that the control group initially experienced an increase in results after being taught using the common lecture technique. However, their results declined during post-test 2. On the other hand, the experimental group demonstrated improvement, with their results increasing from the pre-test to post-test 1, and further increasing from post-test 1 to post-test 2. Considering the survey results, it can be inferred that students comprehended the functionalities of Google Docs that facilitated the enhancement of their argumentative essay writing.
By administering pre-tests, post-tests 1 and 2, along with a questionnaire, we have gathered substantial data regarding the impact of Google Docs on students' argumentative writing skills. The results of our research reveal a number of noteworthy observations. Integrating Google Docs as a digital writing tool has been shown to enhance the writing abilities of students. An examination of the results before and after the test shows a significant improvement in the ability to write argumentative essays following the utilisation of Google Docs.
These findings suggest that the collaborative features, formatting choices, and streamlined document management of Google Docs have resulted in enhanced writing procedures and results. Furthermore, our research pinpoints the specific elements of argumentative essay writing that have shown considerable improvement through the utilisation of Google Docs. The participants have shown significant improvement in their ability to formulate clear and concise arguments, present effective counterarguments, engage in logical reasoning, and include relevant evidence.
Conclusion
This study elucidates the positive impact of Google Docs on the development of argumentative essay writing skills among engineering students. The study has demonstrated the efficacy of using technology into writing instruction, providing educators and scholars with valuable insights. Within the domain of argumentative essay writing, we expect that our research will contribute to ongoing endeavours to enhance writing skills and foster significant educational experiences for students.
