Arabic Learners' Perceptions of Google Docs-Mediated Small-Group Collaborative Writing

Oct 15, 2026

Uploaded by Ophelia

This study explores Arabic as a Foreign Language (AFL) learners’ perceptions of using Google Docs for small-group collaborative writing in three AFL classes across two U.S. universities. An exploratory single case study design gathered survey data from twenty students to assess technology-mediated collaboration experiences. Findings indicate positive views of Google Docs as flexible and user-friendly, supporting collaboration and improving writing, vocabulary, and grammar, while also enabling observation of partners’ styles. Limitations include a small sample and self-reported survey data.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Abstract

Introduction

Collaborative learning and collaborative writing

Web 2.0 tools and Google Docs in L2 writing

Literature Review

Perceptions of small-group writing with technology

Benefits of peer feedback in technology-supported writing

TOJET: The Turkish Online Journal of Educational Technology – January 2026, volume 25 Issue 1 Arabic Learners' Perceptions of Google Docs-Mediated Small-Group Collaborative Writing Maher Abdel Alkhateeb Ph.D. student, University of Kentucky, Department of Curriculum and Instruction, College of Education [Khateebam82@gmail.com](Khateebam82@gmail.com); [malkh2@uky.edu](malkh2@uky.edu) [https://orcid.org/0000-0002-4244-078X](https://orcid.org/0000-0002-4244-078X) ABSTRACT This study explored the perceptions of Arabic as a Foreign Language (AFL) learners regarding the use of Google Docs for small group writing tasks in three AFL classes at two U.S. universities. Utilizing an exploratory single case study design, the research gathered survey data from twenty students to examine their experiences with technology-mediated collaborative writing. The findings suggest that students viewed Google Docs as a flexible and user-friendly tool that facilitated collaboration and enhanced their writing process. Students also had a positive perception of small group collaborative writing, which contributed to the improvement of their final written texts, provided them with opportunities to observe and learn from their group partners' writing styles, and enhanced their vocabulary and grammar knowledge. However, the study's small sample size and reliance on self-reported survey data limit the generalizability of the results and do not fully capture students' interactions during the writing process. Keywords: Arabic as a Foreign Language, collaborative writing, Google Docs, technology integration, student perceptions INTRODUCTION Collaborative learning in second language (L2) classes is an important pedagogical practice that has been shown to improve L2 acquisition (Swain & Lapkin, 1998). One form of collaborative learning that is increasingly utilized in L2 contexts is collaborative writing. Research has identified many benefits of collaborative writing for L2 learners, such as providing learners with the opportunity to pool their linguistic knowledge and resources (Donato, 1994; Elola & Oskoz, 2010; Storch, 1999, 2005), which can lead to improvements in writing quality and accuracy (Elola & Oskoz, 2010; Storch, 2005; Wigglesworth & Storch 2009; Woo, Chu, & Li, 2013) . Additionally, collaborative writing gives learners a sense of audience (Alwaleedi, 2017), and increases students' attention to structure, grammar, and vocabulary use during the writing process (Swain & Lapkin, 1998) . Advancements in technology that facilitate collaboration processes have gained the interests of L2 teachers, researchers, and practitioners. As Kessler and Bikowski (2010) noted,“the evolution of collaborative writing maybe intrinsically connected with the iterations of technology”(p. 43) . One of these technologies that has been found to facilitate the collaboration process is web 2.0 tools (e.g., wikis, blogs, Google Docs) . Various studies have shown the benefits of integrating web 2.0 technologies into L2 instruction. For example, these technologies enable a group of learners to co-construct, view, and edit texts both synchronously and asynchronously in ways that are not possible in paper-based collaborative writing (Bikowski & Vithanage, 2016; Godwin-Jones, 2018), which increases L2 learner’s exposure to the target language beyond the walls of traditional classrooms and allows teachers and researchers to access the writing process history, including every user's participation (Arnold, Ducate, Lomicka, & Lord, 2009; Arnold, Ducate, & Kost, 2012; Elola & Oskoz, 2010; Godwin-Jones, 2018) . Teachers can also monitor the writing process without the need to collect drafts from the students (Kessler, Bikowski & Boggs, 2012), while learners can track who has viewed and edited the document, helping the learners to monitor their progress throughout the writing task (Godwin-Jones, 2018) . This study aims to explore the perceptions of Arabic as a foreign

FAQs

What is the study’s main purpose regarding Google Docs and AFL learners?

To examine Arabic as a foreign language students’ perceptions of integrating Google Docs into small-group writing tasks in advanced Arabic language courses at two U.S. universities.

How was the research conducted and what data were collected?

The study used an exploratory single case study design and collected survey data from twenty students to understand their experiences with technology-mediated collaborative writing.

What benefits did students associate with using Google Docs for small-group writing?

Students viewed Google Docs as flexible and user-friendly, facilitated collaboration, enhanced their writing process, and helped improve final written texts by supporting vocabulary and grammar knowledge and enabling learning from peers’ writing styles.

Oct 15, 2026

Uploaded by Ophelia