The Impact of Google Classroom on Students’ Writing Skills in Arabic and English Classrooms: A Comparison Study
DOI:
https://doi.org/10.17507/tpls.1501.06Keywords:
Google Classroom, writing skills, Arabic Classroom, English ClassroomAbstract
This study investigated the effect of Google Classroom in improving writing skills among students in both Arabic and English departments at Umm Al-Qura University in Saudi Arabia. The researchers randomly selected 84 male students to participate and employed a quasi-experimental, integrating Google Classroom into all writing teaching activities for the experimental group over nine weeks. Data collection involved administering pretest and posttest English writing tests to 40 English language students and pretest and posttest Arabic writing tests to 44 Arab language students. The results indicate statistically significant differences (p = 0.000 (p < 0.05) between the mean scores of students studying Arabic and English writing via the Google Classroom environment and those taught the same lessons through the traditional lecture methods in the post-test, favoring experimental groups. Moreover, this study indicates that Arabic and English writing learners commit similar errors in their writing samples but with differing frequencies and percentages. English writing learners commit writing errors such as in spelling (28.58%), punctuation (10.63%), sentence structure (7.41%), fluency (7.90%), use of inappropriate tenses (6.05%), paragraph coherence (6.93%), paragraph unity (4.59%), linking words (5.37%), accuracy (6.73%), inconsistent point of view (5.37%), unrelated meaning (4.39%), and finally articles (6.05%). Arabic writing learners similarly make writing errors in spelling (21.79%), punctuation (12.33%), sentence structure (7.86%), fluency (7.65%), use of inappropriate tenses (7.54%), paragraph coherence (7.00%), paragraph unity (7.01%), linking words (6.91%), accuracy (6.91%), inconsistent point of view (6.06%), unrelated meaning (5.42%), and finally articles (3.40%).
References
Alamargot, D., & Chanquoy, L. (2001). Through the models of writing: with commentaries by Ronald T. Kellogg & John R. Hayes (Vol. 9). Springer Science & Business Media.
Alasfour, A. S. (2018). Grammatical errors by Arabic ESL students: An investigation of L1 transfer through error analysis. Doctoral dissertation. Portland State University.
Al-Khasawneh, F. M. (2014). Error analysis of written English paragraphs by Jordanian undergraduate students: A case study. International Journal of English Language, Literature and Humanities, 2(8), 85-100.
Alkodimi, K. A., & Al-Ahdal, A. A. M. H. (2021). Strategies of teaching writing at Saudi tertiary-level institutions: Reality and expectations. Arab World English Journal, 12(2), 399–413.
Alkubaidi, M. (2019). An action research on EFL writing dilemmas: A case of Saudi students and instructors. Arab World English Journal (AWEJ), 10(2), 151–164.
Alotumi, M. (2022). Factors influencing graduate students’ behavioral intention to use Google Classroom: Case study-mixed methods research. Education and Information Technologies, 27(7), 10035–10063.
Al-Yaseen, W. S. (2018). Exploring English Writing Problems of English Major Student-teachers at Kuwait University. Journal of Educational & Psychological Sciences, 19(4). 601–627.
Bower, M. (2019). Technology‐mediated learning theory. British Journal of Educational Technology, 50(3), 1035–1048.
Chatta, B. S., & Haque, M. I. (2020). Improving paragraph writing skills of Saudi EFL university students using flipped classroom instruction. Arab World English Journal (AWEJ) Special Issue on CALL, (6), 228–247. https://dx.doi.org/10.24093/awej/call6.15
Chuang, S. (2021). The applications of constructivist learning theory and social learning theory on adult continuous development. Performance Improvement, 60(3), 6–14.
Constantinou, E. K. (2018). Teaching in clouds: Using the G suite for education for the delivery of two English for academic purposes courses. Journal of Teaching English for Specific and Academic Purposes, 2(6), 305–317.
Estes, W. (2022). Handbook of learning and cognitive processes. Psychology Press.
Feyzi Behnagh, R., & Yasrebi, S. (2020). An examination of constructivist educational technologies: Key affordances and conditions. British Journal of Educational Technology, 51(6), 1907–1919.
Galura, J. C., Delos Reyes, E. G., & Pineda, J. L. S. (2023). C5-LMS design using Google Classroom: User acceptance based on extended Unified Theory of Acceptance and Use of Technology. Interactive Learning Environments, 31(9), 6074-6083.
Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064–1069.
Hafiz, M. S., Omar, A.-M. A., & Sher, K. (2018). Analysis of syntactic errors in English writing: A case study of Jazan University preparatory year students. Journal of Education and Practice, 9(11), 113-120.
Hammad, A. (2012). Teaching and learning English reading in Gaza prep schools: A Descriptive study. Unpublished PhD dissertation, Cairo University, Egypt.
Iftakhar, S. (2016). Google Classroom: What works and how. Journal of Education and Social Sciences, 3(1), 12–18.
Islam, M. S. (2019). Bangladeshi university students’ perception on using Google Classroom for teaching English. International Journal of Psycho-Educational Sciences, 8(2), 57–65.
Islam, M. S., & Ferdousi, S. A. (2019). Techno-aide Google classroom for learning English: Prospects & challenges. Journal on Today's Ideas-Tomorrow's Technologies, 7(2), 106-117.
Leahy, R. L., Clark, D. A., & Dozois, D. (2022). Cognitive-behavioral theories. In (Ed.), Gabbard’s textbook of psychotherapeutic treatments (p. 151). American Psychiatric Pub.
Mills, G. E., & Gay, L. R. (2016). Educational research: Competencies for analysis and applications. Pearson.
Ramadhani, R., Rofiqul, U., Abdurrahman, A., & Syazali, M. (2019). The effect of flipped-problem based learning model integrated with LMS-Google Classroom for senior high school students. Journal for the Education of Gifted Young Scientists, 7(2), 137–158.
Rahmawati, B. F. (2020). Learning by google classroom in students’ perception. Journal of Physics: Conference Series, (Vol. 1539, No. 1, p. 012048). IOP Publishing.
Shousha, A. I., Farrag, N. M., & Althaqafi, A. S. (2020). Analytical assessment of the common writing errors among Saudi foundation year students: A comparative study. English Language Teaching, 13(8), 46-62.
Srikan, P., Pimdee, P., Leekitchwatana, P., & Narabin, A. (2021). A problem-based learning (PBL) and teaching model using a cloud-based constructivist learning environment to enhance Thai undergraduate creative thinking and digital media skills. International Journal of Interactive Mobile Technologies, 15(22), 68-83.
Sudarsana, I. K., Putra, I. B. M. A., Astawa, I. N. T., & Yogantara, I. W. L. (2019). The use of Google Classroom in the learning process. Journal of Physics: Conference Series, (Vol. 1539, No. 1, p. 012048). IOP Publishing.
Sulisworo, D., Ummah, R., Nursolikh, M., & Rahardjo, W. (2020). The analysis of the critical thinking skills between blended learning implementation: Google Classroom and Schoology. Universal Journal of Educational Research, 8(3), 33–40.
Umamah, N. (2019). Google Classroom: As a media of learning history. IOP Conference Series: Earth and Environmental Science, (Vol. 1175, p. 012165). IOP Publishing.
Utecht, J., & Keller, D. (2019). Becoming relevant again: Applying connectivism learning theory to today's classrooms. Critical Questions in Education, 10(2), 107–119.
