Improving Formal Writing in Google Classroom through Collaborative learning

Abstract

The present research was implemented in a private high school in Guayas province, Ecuador. In this study, participants were 22 female students from 9th grade. The age of the students ranged from 12 to 13 years old. The level of these students was A1 according to the English First proficiency test that takes into account reading and listening skills aligned to the CEFR. An action research was applied and quantitative instruments were used to collect data. A pretest was taken at the beginning of this research to assess the level of writing skills and a posttest to compare results. A survey with fifteen items was applied to determine problems or difficulties of participants. The results of Cohen’s d 0.53 demonstrated a medium effect size as an average of all aspects included in the innovation. Results of the survey evidence that participants expressed satisfaction with the outcomes developed by this research. Participants indicated positive comments from the survey regarding their perspectives on collaborative learning in Google Classroom. Participants also found useful to take part of this innovation because they were aware of the importance of formal letters and the business-related subjects. This research is addressed to people in education such as teachers, authorities and researchers who are interested in the field of writing, EFL, and collaborative learning