Source: http://f.tqn.com/y/google/1/S/v/D/-/-/google_docs_logo_and_icon.jpg
There is plenty of research supporting the use of Google Docs in ELT. One of them is task based Computer Assisted Language Learning (CALL), which demonstrated a dynamic side of the task (Pellerin, 2014). Moreover, a study on online teacher training mentioned "It is apparent from our analysis of the data that there was a high level of collaborative within the group, which spread equally among five group members" (Cullen, Kullman, & Wild, 2013). In their experiment, teachers used wikis as a writing medium.
How to get started?
You will need to have a Gmail account (which is also for free) in order to start using Google docs. Once this is done, you can access Google docs from here. Alternatively, you can go to Google drive then click on New which is on the left-hand top.
There are many options to create new documents, with some templates to facilitate the design of your documents. When you choose a template or create a new document, you will see a user interface similar to that of Microsoft Word Document. What is interesting about Google docs is that you can add people to edit it. There is a Share button on the top right hand corner and when you click on it you will get a screen as the one shown in the illustration below.
This feature allows you, as the creator of the document, to share it and specify who can see it, comment on it or edit it.
Source: https://www.youtube.com
How can we use it in teaching?
Since many people can edit the same document, we can use it for collaborative writing. This can be achieved by assigning specific parts to each single student. For example, if you are teaching an elementary class, you can ask your students to write an essay about social network. You can break the topic down into 5 paragraphs: introduction, advantages, disadvantages, comparison of both sides and conclusion and ask five students to write it collectively. You can create the document then share it with them so you are updated with who did what and when did they do it. For an upper-intermediate class, you may wish to give the students the topic and let them brainstorm and construct it on their own. Options for collaborative writing are also subject to your own creativity and evaluation of the students, but in all cases it will add a blended learning flavour to your class and give your students an opportunity to work together and give/receive feedback on each others work. You can also ask students to write a short paragraph, they will be able to see what their peers write and can reflect on their own work. Here we can see the first student who logged in and started typing on a task which says "Write a paragraph about a nice place you have visited"
Teachers themselves can use Google docs to share their lesson plans, write a syllabus or a test together. Moreover, they can us it as a platform for their own development which increases collaboration in the work place and reduces travel costs as well as saving time.
I used to follow a writing portfolio style for grading my students. They would write their topics on their own then exchange their topic with a colleague to view it then students would write another draft based on their peers comments. They would then submit the two drafts and receive comments on the second. My students would then write a final copy and keep all three copies in the portfolios. Although this has been a fairly effective way of managing in the past, with the help of Google docs it is now made much easier. Students can write, share and edit their peers work whenever they want, wherever they are without a physical commitment and all this is monitored and recorded.
In order to achieve these aims, students need to have internet access either via their PCs, laptops or phones. This is because Google Docs is an online application. They also need to be familiar with working with the application. If they are unfamiliar as to how to use it, they may be excused for not using it. If it is the case, you can demonstrate how to use it in the classroom. Another issue to bear in mind is special needs groups who are unable, for one reason or another, use Google docs. For instance, if you have a student who is partially sighted or blind, he will not be able to see the displaying screen. For these groups of students, alternative ways can be found. For example, face to face meetings or other accessible ways to discuss with your students, bearing in mind that all equality issues should be addressed. This being the case, it is clear that Google Docs cannot be used. Also Google docs cannot be used by beginners who are still struggling to make correct sentences or write paragraphs.
Finally, using this application is easy peasy lemon squeezy. Give it a try in your classroom and leave a comment or a suggestion.
