Scholarlink

This study analyzes EFL students’ opinions of utilizing Google Docs (GD) in writing lessons, employing an extended Technology Acceptance Model (TAM) to evaluate factors affecting its adoption and effectiveness. A mixed-method approach was obtained from a survey of 101 EFL students and semi-structured interviews with thirteen participants at a non-public university in Vietnam. Findings show that students perceive GD as a supportive platform for collaborative content creation, with high ratings for perceived usefulness, ease of use, and behavioral intention to continue using this platform. Primary benefits include improved writing quality, enhanced collaboration, and immediate feedback. However, challenges such as limited motivation, varying levels of institutional support, and occasional usability concerns were noted. The study highlights the role of social influence, facilitating conditions, and perceived enjoyment in shaping students’ engagement with GD. By addressing identified challenges, educators can optimize the integration of GD in writing instruction, fostering a more interactive and student-centered learning environment.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Using Google Docs in Writing Classes: Insights from EFL Students’ Perspectives

  • 章节

  • 发表日期：

    2025年

查看全文
  • Anh Tuan Pham,
  • Thu Anh Nguyen

摘要

This study analyzes EFL students’ opinions of utilizing Google Docs (GD) in writing lessons, employing an extended Technology Acceptance Model (TAM) to evaluate factors affecting its adoption and effectiveness. A mixed-method approach was obtained from a survey of 101 EFL students and semi-structured interviews with thirteen participants at a non-public university in Vietnam. Findings show that students perceive GD as a supportive platform for collaborative content creation, with high ratings for perceived usefulness, ease of use, and behavioral intention to continue using this platform. Primary benefits include improved writing quality, enhanced collaboration, and immediate feedback. However, challenges such as limited motivation, varying levels of institutional support, and occasional usability concerns were noted. The study highlights the role of social influence, facilitating conditions, and perceived enjoyment in shaping students’ engagement with GD. By addressing identified challenges, educators can optimize the integration of GD in writing instruction, fostering a more interactive and student-centered learning environment.