Implementing Google Docs to provide feedback and enhance students’ written tasks

Abstract

This study was conducted to see the impact of Google Docs in students’ written compositions. It was applied to thirty-one students in different classes and schedules of the Adults program. They were registered at an English language school located in Manta City, in the province of Manabí - Ecuador. The research design included analysis of qualitative and quantitative data taken from a survey, screen shots, and writing logs. Results indicate that students do not favor writing as the most important skill, neither technology to enhance learning. Attention should be given to the process of writing, which has not been observed, at least in this sample. However, important information was found from students’ comments in the Google Docs that can be useful to design better activities using this application to enhance collaborative learning.