Enhancing motivation and addressing challenges in ESL writing using google docs: Insights from Malaysian tertiary students

• Main Authors: Zuraina, Ali, Sharifatun Naim, Shahidan
• Format: Book Chapter
• Language: English; English
• Published: Penerbit UMPSA
• Subjects: LB2300 Higher Education; T Technology (General)
• Online Access: http://umpir.ump.edu.my/id/eprint/43554/2/INTRO_TECHNOLOGY-INTEGRATION%20IN%20LANGUAGE%20STUDIES.pdf; http://umpir.ump.edu.my/id/eprint/43554/1/ENHANCING%20MOTIVATION%20AND%20ADDRESSING%20CHALLENGES%20IN%20ESL%20WRITING%20USING%20GOOGLE%20DOCS%20-%20INSIGHTS%20FROM%20MALAYSIAN%20TERTIARY%20STUDENTS.pdf; http://umpir.ump.edu.my/id/eprint/43554/

This study evaluates the motivation and challenges of using Google Docs for collaborative writing among 80 students aged 18 to 21. The research employed purposive and quota sampling to ensure a diverse and relevant participant pool. An online questionnaire, divided into five sections, gathered data on demographics, familiarity with Google Docs, and both motivational benefits and challenges experienced by students. Results revealed high motivational benefits, with mean scores of 4.59 for improving writing skills through peer feedback and 4.19 for engaging in beneficial discussions. However, technical issues and social discomfort were noted, with mean scores indicating difficulties with internet restrictions and embarrassment from peer edits. The study suggests that while Google Docs enhances student engagement and motivation through collaborative features, addressing technical and social barriers is essential. Recommendations include providing instructional support and fostering a supportive feedback environment to maximise the tool’s effectiveness. Future research should explore integrating Google Docs into blended classrooms and adapting it to diverse learning needs.