Optimizing the Use of Google Classroom as an Integrated Learning Management System in Teaching Writing

Aziza Restu Febrianto

doi:10.53416/electrum.v1i2.27

Authors

Aziza Restu Febrianto

DOI:

https://doi.org/10.53416/electrum.v1i2.27

Keywords:

Google classroom, Integration, Scaffolding, Teaching writing, Tools and materials

Abstract

Google Classroom (GC), as one of the learning management systems (LMS), has been widely used by many educators and researched in many studies for its efficacy in assisting both teachers and students in learning a second language. This article presents a report of exploratory research about the possibilities of getting the most out of GC for educators to provide effective scaffoldings that can help their students achieve the goals of learning in writing. Referring to the concept of Zone Proximal Development (ZPD), the teaching and learning cycles (TLC), and the theories of distance learning, this article also attempts to display a model of ideal scaffoldings relevant for teaching writing in an online environment. Besides, through observations and investigations on a range of tools and materials on the internet and those discussed in different studies, this research reveals various types of potential applications that can be integrated with GC to make the lessons of writing more interactive and engaging. By reviewing other studies on the use of GC, this study highlights several technical issues and challenges to face when using the platform, particularly in teaching writing. For this reason, finding out appropriate ways and strategies on how to deal with the issues needs to be seriously considered so that the scaffoldings that have been designed can work as expected for effective online teaching and learning processes.

References

Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International journal of humanities and social science, 3(9), 254-266.

Bonk, C.J., & Graham, C.R. (2006). The handbook of blended learning environments: Global perspectives, local designs. San Francisco: Jossey‐Bass/Pfeiffer.

Brand Fonseca, K. A., & Soto Peralta, F. (2019). Google Classroom: An Effective Virtual Platform to Teach Writing in an EFL Composition Course. International Journal of English Language Teaching, 6(1),

https://doi.org/10.5430/ijelt.v6n1p27

Camahalan, F. M. G., & Ruley, A. G. (2014). Blended Learning and Teaching Writing: A Teacher Action Research Project. Journal of Instructional Pedagogies, 15.

Castro, M. D. B., & Tumibay, G. M. (2019). A literature review: efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies. https://doi.org/10.1007/s10639-019-10027-z

Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative Competence: A Pedagogically Motivated Model with Content Specifications. Issues of Applied Linguistics, 6, 5-35.

Celce-Murcia, M. (2007). Rethinking the Role of Communicative Competence in E. Alcón Soler and M.P. Safont Jordà (eds.), Intercultural Language Use and Language Learning, 41–57. Netherlands: Springer.

NCES. (2019). Digest of Education Statistics 2019. Retrieved July 16, 2021 from https://nces.ed.gov/fastfacts/display.asp?id=80

Davis (2018). 100+ Great Google Classroom and Gsuite Resources for Educators. Retrieved July 16, 2021 from https://www.coolcatteacher.com/google-classroom-resources/

Dearborn Public Schools. (2016). Transforming the Writing Process with Google Classroom. Retrieved July 12, 2021 from https://techcoaches.dearbornschools.org/2016/02/15/transforming-the-writing- process-with-google-classroom/

Derewianka, B. & Jones, P. (2016). Teaching language in Context (2nd ed.). South Melbourne, Vic: Oxford University Press.

Dumford, A.D., Miller, A.L. (2018). Online Learning in Higher Education: Exploring Advantages and Disadvantages for Engagement. J Comput High Educ 30, 452–465 (2018). https://doi.org/10.1007/s12528-018-9179-z

Edu.Google (n.d.). Apps that Work #withClassroom. Retrieved July 16, 2021 from https://edu.google.com/products/classroom/apps/

Ellis, R. (2011). Macro-and micro-evaluations of task-based teaching. In Materials development in language teaching (pp. 212-235). Cambridge University Press.

Febrianto, A. (2019). Teachers’ and Student’s Scaffolding in Second Language Learning. Edulink : Education And Linguistics Knowledge Journal, 1(2), 1-12. doi:10.32503/edulink.v1i2.604

Gibbons, P. (2015). Scaffolding language, scaffolding learning. Portsmouth, NH: Heinemann.

Haggag, H. M. (2019). Using Google Classroom in enhancing communicative grammar use and attitudes of non-english specialized post graduates. European Scientific Journal, 15(1), 261-281.

Heggart, K., & Yoo, J. (2018). Getting the most from Google Classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3), 140-153.

Holec H. , Autonomie et apprentissage des langues étrangères ,1979 Strasbourg Council of Europe.(English translation published in 1981 as Autonomy in Foreign Language Learning. Oxford: Pergamon.) ---

Holec, H. (1982). Autonomie et apprentissage des langues étrangères. FeniXX.

Humphrey, S. (2017). Academic literacies in the Middle Years: A framework for enhancing teacher knowledge and student achievement. New York and London: Routledge.

Humphrey, S. & Feez, S. (2016). Direct instruction fit for purpose: applying a metalinguistic toolkit to enhance creative writing in the early secondary years. Australian Journal of Language and Literacy, 39(3), 207-219.

Iftakhar, S. (2016). Google classroom: what works and how. Journal of Education and Social Sciences, 3(1), 12-18.

Keegan, D. (Ed.). (1993). Theoretical Principles of Distance Education (1st ed.). Routledge. https://doi.org/10.4324/9780203983065

Keeler. A. (2015). Google Classroom: Using a Writing Journal. Retrieved July 7, 2021 from https://alicekeeler.com/2015/06/18/google-classroom-using-a-writing-journal/

Kerr, Dara (May 6, 2014). "Google unveils Classroom, a tool designed to help teachers". CNET. CBS Interactive. Archived from the original on March 30, 2020. Retrieved from April 28, 2017 https://www.cnet.com/tech/services-and-software/google-unveils-classroom-a-tool-designed-to- help-teachers/.

Kharbach. (2018). 3 Interesting Google Classroom Apps to Improve Students Reading and Writing Skills. Retrieved July 16, 2021 from https://www.educatorstechnology.com/2018/03/3-interesting- google-classroom-apps-to.html

Lange, V. L. (2002). Instructional scaffolding. Retrieved on September 25, 2007 from http://condor.admin.ccny.cuny.edu/~group4/Cano/Cano%20Paper.doc

Martin, F., & Bolliger, D. U. (2018). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning Journal, 22(1), 205- 222.

Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185-199.

Moore, M. G. (1993). Theory of transactional distance. Retrieved from http://www.c3l.uni- oldenburg.de/cde/support/readings/moore93.pdf

Moore, M. J. (1993). Three types of interaction. In K. Harry, M. John, & D. Keegan (Eds.), Distance education theory (pp. 19–24). New York: Routledge.

Moore, M. "Theory of transactional distance." Keegan, D., ed. "Theoretical Principles of Distance Education (1997), Routledge, pp. 22-38.

Muslimah, A. (2018). i A Survey On The Use Of Google Classroom In English Language Education Department Of Islamic University Of Indonesia.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25(2), 279-295. Ratnaningsih, P. W. (2019). The use of Google Classroom application for writing and speaking in english education class. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 5(1), 93-

Sujannah, W. D., Cahyono, B. Y., & Astuti, U. P. (2020). Effect of Blended Learning Using Google Classroom on Writing Ability of EFL Students across Autonomy Levels. Teaching English with Technology, 20(2), 82-97.

Tomlinson, B. & Whittaker, C. (2013). Blended Learning in English Language Teaching: Course Design and Implementation. London: Brand and Design/D057. Retrieved July 12, 2021 from https://www.teachingenglish.org.uk/sites/teacheng/files/pub_D057_Blended%20learning_FINAL

_WEB%20ONLY_v2.pdf

Wedemeyer, C. (1981). Learning at the back door – Reflections on non-traditional learning in the lifespan.

Madison, WI – University of Wisconsin.

Wedemeyer, C. A. (1977). Independent study. In A. S. Knowles (Ed.), The International Encyclopedia of Higher Education Boston – Northeastern University.

Young, Heartsill (1983). ALA Glossary of Library and Information Science. Chicago, IL: American Library Association. ISBN 978-0838903711. OCLC 8907224

Weforum. (2020). The COVID-19 Has Changed Education Forever. This is How. Retrieved July 16, 2021 from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online- digital-learning/

Write on With Miss G. (2020). Teaching Writing with Google Classroom. Retrieved July 5, 2021 from https://writeonwithmissg.com/2020/04/07/teaching-writing-with-google-classroom/