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  2. PHD Thesis / Tesis PHD
  3. Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan
Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/497868
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dc.contributor.advisorSaadiyah Darus, Assoc. Prof. Dr.-
dc.contributor.authorRubiaee Abdu Alkhalek Mohamed Meftah (P73003)-
dc.date.accessioned2023-10-13T08:13:23Z-
dc.date.available2023-10-13T08:13:23Z-
dc.date.issued2021-02-28-
dc.identifier.otherukmvital:124891-
dc.identifier.urihttps://ptsldigital.ukm.my/jspui/handle/123456789/497868-
dc.descriptionOnline collaborative writing has become a useful teaching and learning channel for instructors and EFL students in learning academic essay writing. However, most English-writing courses designed for teaching and learning still advocate the aspect of the teacher-centered approach. The main aim of this study was to investigate and understand how online collaborative writing environment using Google Docs effected students writing ability in constructing argumentative essays. Collaborative learning theory (Bruffee 1984), scaffolding theory (Vygotsky 1978 ) and constructivism theory (Piaget 1973) and social interaction theory (Vygotsky 1978) serve the basis for this study. Thirteen EFL students of Al Asmarya University for Islamic Sciences, Zliten, Libya were selected using purposive sampling. The study was conducted for 16 weeks. Students constructed argumentative essays individually and collaboratively (collaborative learning theory) in conventional classes, face-to-face group discussions in class and online group discussion (social constructivism) using the Chat History Function in Google Docs. Data were gathered through interview 1, individual writing task 1 and observation 1 during week 1 and 2. After they learned academic essay writing, interview 2, individual writing task 2 and observation 2 were carried out during week 8. Google Docs were then introduced for collaborative and individual writing tasks (scaffolding theory). Observation 3 and interview 3 were carried out from week 14 to week 16. Data were analyzed qualitatively, using content analysis and thematic analysis. Micro and Macro-Level analysis and 5-Scale Rubric analysis were used to analyze data from the writing tasks given. The results showed that students' writing ability improved when they participated in online collaborative writing activities using Google Docs in each of the writing stage in the writing process. The students also developed their language-related skills including linguistic writing skills in the micro aspect and critical thinking skills in the macro aspects of writing. The findings showed that integrating online collaborative writing using Google Docs improved student' writing ability. The study implies that in order to provide an ideal and supplementary learning environment that enables Libyan EFL students to overcome their writing difficulties and improve their writing ability, online collaborative activities writing using Google Docs should be integrated.,Ph.D.-
dc.language.isoeng-
dc.publisherUKM, Bangi-
dc.relationFaculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan-
dc.rightsUKM-
dc.subjectOnline collaborative writing-
dc.subjectEFL students-
dc.subjectGoogle docs-
dc.subjectUniversiti Kebangsaan Malaysia -- Dissertations-
dc.subjectDissertations, Academic -- Malaysia-
dc.titleIntegrating google docs to enhance online collaborative argumentative essays among Libyan EFL students-
dc.typeTheses-
dc.format.pages477-
dc.identifier.barcode004956(2020)-
Appears in Collections:Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

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