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All Journal ETERNAL: English Teaching Journal
Sembiring, Shafa Salsabila
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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Exploring the Use of Google Docs for Collaborative Narrative Writing: A Sequential Exploratory Study in EFL Classroom Sembiring, Shafa Salsabila; Yuliati; Sakhiyya, Zulfa
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1543

Abstract

Abstract. Among the recent technological tools often used in teaching English as a foreign language (TEFL), Google Docs is mostly used. This online media facilitates students' collaborative writing activities, making Google Docs frequently applied in writing classes to construct narrative text. Therefore, this study explores the influence of Google Docs as a medium for collaborative writing among EFL students in higher education, specifically on how it fosters sstudents' collaboration, communication, critical thinking, and creativity as part of 21st-century skills. Through a mixed-method study, the research examines how students perceive Google Docs as it is employed to support collaborative writing. Data were collected from 50 English literature students from a private university in Indonesia. They were asked to describe their experiences in learning diaries throughout the teaching-learning session before being interviewed and asked to answer a questionnaire at the end of the course. The findings indicated that Google Docs provided students with meaningful learning experiences. It facilitates real-time collaboration and enhances peer feedback, which makes the activities beneficial in developing students' collaboration, communication, critical thinking, and creativity as part of 21st-century skills. Therefore, the study emphasizes the need for structured guidance to maximize ICT tools' usefulness for education.
Practical Application of Assessment Theories for English Teacher through Digital Technologies Beru Sembiring, Lina Tri Astuty; Sembiring, Shafa Salsabila
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.830

Abstract

Digital technology has revolutionized educational quality, particularly in English as a Foreign Language (EFL) classrooms. This article examines the benefits and challenges of using web-based applications such as Kahoot, Quizizz, Google Apps, and Nearpod for assessments. These tools offer innovative alternatives to traditional methods by enabling dynamic evaluation of student progress, providing real-time feedback, and creating engaging learning experiences. However, challenges such as internet connectivity issues, technological proficiency gaps, and the need for adequate devices can hinder their effectiveness. This paper provides guidelines for optimizing digital assessments, including assessing students' proficiency levels, setting realistic deadlines, ensuring equitable access to technology, and selecting appropriate platforms. The methodology comprises a thorough review and analysis of existing literature on digital tools in EFL classrooms, emphasizing the benefits and challenges of web-based assessment applications. By following these guidelines, educators can design assessments that are valid, reliable, fair, and transparent, thus enhancing teaching strategies and student outcomes. The article also highlights the importance of understanding various assessment types—initial, formative, and summative—and tailoring digital tools to meet specific EFL education objectives. By leveraging digital technologies, educators can improve the assessment process, ultimately contributing to a more effective and successful teaching and learning experience.
Co-Authors Beru Sembiring, Lina Tri Astuty Muhammad Luthfi zulfa Sakhiyya