| dc.description.abstract | This study aimed at exploring the use of Google Docs in English writing lessons in a Norwegian primary school. Thirty-four pupils of Grade 5 and their English teacher participated in the research.
Three questions were addressed by this study. RQ1: What practices and perspectives characterize the use of Google Docs in learning English writing in Grade 5 children in Norway? RQ2: What practices and perspectives characterize the use of Google Docs in teaching English writing to Grade 5 children in Norway? RQ3: How does Google Docs influence teaching learning outcomes of English writing in Grade 5 children?
The research was performed in a Norwegian primary school and the data was collected using mixed methods research. Qualitative methods were used in the form of teacher interviews and three lesson observations, and the quantitative methods used in the research were pupils’ questionnaire and the text analysis.
The results showed that the pupils found it interesting and helpful to use Google Docs in their English writing lessons. The teacher also found it motivating for the pupils to writing on Google Docs in the English writing lessons. Furthermore, the pupils also used Google Docs as a collaborative tool in English writing lessons. It was seen in the findings that the pupils also used the features of using colorful fonts; images, colorful highlighting, and Google translate in their texts.
The study discusses a number of broader issues that emerge from these results. These include the importance for teachers of a sound theoretical knowledge of teaching writing and instructional technologies, the role of translation in teaching foreign language writing, and the value of collaborative writing tasks. The study also has implications for the pre- and in-service training of primary school language teacher. | |
