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Jurnal Dedikasi Pendidikan, Vo. X, No.X, Januari 202X : X-XX
Available online at http://jurnal.abulyatama.ac.id/dedikasi
ISSN 2548-8848 (Online)
Universitas Abulyatama
Jurnal Dedikasi Pendidikan
University Student’s Perception toward Online
Collaborative Writing in an EFL Writing Class
Vicrie Luthfy El Karomy*, Wulandari Santoso2
1
Pendidikan Bahasa Inggris, Fakultas Pendidikan, Universitas Sampoerna, Jakarta Selatan,
12760, Indonesia.
2
Pendidikan Bahasa Inggris, Fakultas Pendidikan, Universitas Sampoerna, Jakarta Selatan,
12760, Indonesia.
*Email korespondensi : vicrieluthfy@gmail.com1
Diterima xxxxx 202x; Disetujui xxxxxx 202x; Dipublikasi xx xxxxx 202x
Abstract: This study examines online collaborative writing (CW) teaching techniques via online writing tools
i.e., Google Docs. This study attempts to investigate what Indonesian learners perceive concerning writing
collaboratively in Google Docs and Canvas discussion during online learning. This study collected data from
40 university students enrolling in Composition 1 class at a private university in Indonesia. The findings showed
that the participants perceived online collaborative writing as benefits to develop their writing and
communication skills. It was found that feedback from peers and the teacher was considered beneficial to the
learners’ writing development during the implementation of online collaborative writing (OCW). However,
some students are having challenges in managing conflict and different idea during the writing session. It is
hoped that this study can contribute significantly to English writing instructors considering the benefits and
the drawbacks of OCW before implementing OCW in their university classrooms.
Keywords : 3-5 keywords.
(Swain & Lapkin, 2001). Each participant
INTRODUCTION
Collaborative planning and editing have
assumes a portion of the responsibility for the
been demonstrated to be beneficial to English as
creation of a collaboratively written piece.
a
(Storch, 2005). The concept of collaborative
Foreign Language
(EFL)
students in
numerous studies (Storch, 2011; Williams,
writing
2012). When students have more time for
sociocultural and constructivist theory, which
writing, they are better able to access many
posits that individuals acquire knowledge most
forms of knowledge, including the vocabulary,
effectively
grammar, and discourse conventions. By
interpersonal engagement.
drawing on the expertise of their classmates,
Vygotsky (1978), both cognitive and linguistic
students engaged in collaborative EFL writing
growth can only happen when people interact
derives
from
through
Vygotsky's
diverse
(1978)
forms
of
According to
are able to expand their own knowledge bases
Penggalan judul....
(penulis 1 & penulis 2, 202x)
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with each other. Collaboration in writing has
learning English in an English as a Foreign
grown lately, With the introduction of cloud-
Language (EFL) setting, especially when used
based storage systems such as Microsoft
for synchronous collaborative writing activities,
OneDrive, Google Drive, and Dropbox, the
according to research. (Khalil, 2018; Jeong &
collaborative and shared nature of work has
Hmelo-Silver, 2016; Seyyedrezaie et al., 2016).
been greatly facilitated. (Olson et al., 2017).
However, Bhowmik (2020) found that
Google Docs is one of examples of the
collaborative writing makes student difficult in
many computer-mediated writing platforms that
clear and effective communication among
have made collaborative writing simpler and
students during the writing process. This
more popular. As a result, there has been a surge
difficulty may arise as a result of variables such
in, and a pressing need for, research into the
as the level of proficiency in the target
nature of online learner collaboration (Arnold,
language, the complexity of the writing
Ducate, & Kost, 2012; Abrams, 2017; Blake,
assignment, and each student's ability to
2008;
communicate effectively and in a mutually
Grosbois,
2016;
Strobl,
2015),
particularly studies that shed light on the
understandable manner.
development of learner-to-learner interaction as
Participants in the study expressed confusion
a result of collaboration. Goold et al. (2010) and
about how and where to start the collaborative
Jeong and HmeloSilver (2016) conducted
writing process, what topic to write about, and
research demonstrating the positive effects of
how to divide the writing tasks. Some students
web-based
online
lacked familiarity with the collaborative writing
platforms,
such
learning
process, as they had never engaged in peer
communication, participation, cooperation, and
collaborative writing before. This unfamiliarity
student engagement in the classroom. It has
contributed to their struggles in understanding
been demonstrated that these platforms improve
the
the quality of student interactions, cultivate
collaborative
active engagement in meaningful learning
Additionally, the participants' diverse linguistic
tasks,
learning
and academic backgrounds posed challenges in
experiences. Thus, in the age of web-based
understanding and conveying ideas to each
education, considerable effort has been made to
other. This is supported with a study from,
apply smart technology into English writing
Anggraini et al., (2020) where she mentioned
teaching with the goal of achieving a social
that collaborative writing is however not so
connection
and
popular in many schools in Indonesia. The
bettering students' writing and language skills
teacher's attention on the student's writing
generally (Alwahoub et al., 2022). Google Docs
product has overlooked opportunities for
is a highly effective online tool for teaching and
students to collaborate. By focusing on
2
promote
through
Google
teaching
on
and
as
and
authentic
this
Docs,
(Bhowmik, 2020).
technology
expectations
and
writing
procedures
(Bhowmik,
of
2020).
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mechanics and general frameworks, students'
text arrangement and topic selection. Yeh
critical thinking was not fostered, and the
(2014) conducted a similar study with 54 EFL
virtues of collaborative effort were not instilled
students and found that those who worked
in student (Anggraini et al., 2020). As a result,
together on writing had greater improvements
the purpose of this study is to assess the
in both fluency and accuracy. Furthermore, he
student’s perceptions toward the benefits and
discovered that students' synchronous writing
challenges during collaborative writing.
and interactions with one another ameliorated
their language misunderstandings and writing
LITERATURE REVIEW
Online Collaborative Writing and Google
Docs
difficulties. These results are consistent with a
synthesis of the effects of collaborative writing
on ESL and EFL students across a variety of
Collaborative writing refers to a writing activity
contexts and levels conducted by Talib and
that entails the collaborative endeavour of two
Cheung (2017), The individual also discovered
or more writers working together (Storch,
that collaborative writing can facilitate the
2019). In the last two decades, this type of
development of students' writing skills and
writing has garnered considerable scholarly
actively contribute to the improvement of
interest (Zhang & Plonsky, 2020). Academic
writing precision among ESL and EFL students.
researchers frequently investigate the effect of
(Ardasih et al., 2019; Yanguas, 2020) The
collaborative writing on students' writing
continual development of new technologies and
proficiency by analysing a variety of factors,
the advent of web 2.0 have had a major
including students' active participation, peer-
influence on providing support to persons and
editing practises, the provision of constructive
promoting
criticism, and the use of peer feedback. For
(OCW).
instance, Zheng et al. (2015) looked into how
communication (CMC) technology, numerous
257 sixth-grade ESL students communicated
scholarly studies have been conducted on novel
and revised one another's work in a cloud-based
approaches to online collaboration. Google
Google Docs classroom. In addition, Bhowmik
Docs is an online word processor created by
et al. (2019) The benefits of collaborative peer
Google. (e.g., Ardiasih et al., 2019; Kioumarsi
writing
the
et al., 2018; Krishnan et al., 2019; Nykopp et al.,
participants' increased awareness of language
2019; Woodrich & Fan, 2017). The elements of
use, which enhanced their understanding of the
Google Docs, such as discussion, suggestions,
processes involved in the creation of meaning
peer-edit, and feedback, have been highlighted
throughout the writing process. Strobl (2013)
in other research as crucial in encouraging
and Donato (2014), in a quasi-experimental
students' writing. Google Docs, with its built-in
study, revealed that when people worked
collaboration tools, has been shown to improve
together, they produced better results in terms of
students'
were
emphasised,
Penggalan judul....
(penulis 1 & penulis 2, 202x)
such
as
Online
Collaborative
Writing
In the field of computer-mediated
writing
skills
and
output
by
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Suwantarathip and Wichadee (2014) and
purposes, the trend from solitary to communal
Seyyedrezaie et al. (2016). Students' content
authoring has accelerated. One reason is that
and interface interactions will improve as a
collaborative text production yields benefits
result of their use of Google Docs for
(Chen, 2019; Ardiasih et al., 2019; McDonough
collaborative writing, as confirmed by Ishtaiwa
& De Vleeschauschauer, 2019). In addition,
and Aburezeq (2015). Similarly, Jeong and
Thiemann et al. (2019) report that active
Hmelo-Silver (2016) discovered that students
collaboration promotes cognitive advantage and
were able to interact more effectively and, as a
growth. Google Docs is a highly effective
result,
Online
increase
their
independent
class
Collaborative
Writing
(OCW)
involvement by using Google Docs. In addition,
application that enables both synchronous and
the use of Google Docs was associated with
asynchronous student collaboration. When
improved writing outcomes for students, as
physically isolated members of a group wish to
documented by Ambrose and Palpanathan
engage in online collaboration, the use of cloud-
(2017). The preceding studies investigated
based applications has been viewed as
numerous aspects of second language (L2)
particularly advantageous. The tool facilitates
writing proficiency. Kioumarsi et al. (2018)
cooperative group harmony. (Borowski et al.,
investigated the influence of peer collaboration
2020; Abrams, 2019; Woodrich & Fan, 2017).
on the growth of L2 writing abilities. Krishnan
Google Docs is compatible with the Android
et al. (2018) and Yim et al. (2017) investigated
and iOS mobile operating systems, enabling
the effects of collaborative practise on text
collaborators to work anywhere at their own
production's quality, quantity, and style. Cho
tempo (Kitjaroonchai & Suppasetseree, 2021).
(2017) and Steinberger (2017) also examined
As a result of this one-of-a-kind learning
the
synchronous
enhancement, GD becomes a comprehensive
collaborative writing (CW) activities. These
cloud-based writing instrument that can more
cloud-based collaborative tools are crucial for
effectively support CW activities outside of the
connecting individuals within the community
classroom.
and the greater community. These computer-
2021).
use
of
technology
in
(Kitjaroonchai & Suppasetseree,
mediated communication (CMC) technologies,
according to Hyland (2016), The significance of
a number of factors in the construction of texts
METHODOLOGY
Research Design and Instruments
and the development of genres in order to
The study used a questionnaire form with
effectively convey messages and engage
20 items of close ended questions, 10 questions
specific audiences has been widely recognised.
asking about the benefits they found during
Because of the rise of Web 2.0 tools and the
collaborative writing and 10 questions about
accessibility of social software for instructional
challenges they found during collaborative
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writing and 2 open ended questions about they
2019). Furthermore, the study used descriptive
experience during collaborative writing using
qualitative to provide an accurate description of
online
in
students’ experience during online collaborative
Composition 1 class. The research aimed at
writing and what are the challenges and benefits
investigating students’ perception toward the
during making collaborative writing. In the
use of collaborative writing to promote their
context of this study on online collaborative
writing skills especially towards the benefits
writing, this approach aims to capture the
and challenges during this activity. Hence the
nuanced aspects of students' experiences
section is divided into two categories which are
without imposing preconceived categories or
about benefits and challenges. Those section
frameworks. Researchers employ various data
use likert scale that required the participant to
collection methods, close-ended and open-
one of five options, ranging from strongly
ended questionnaire surveys to gather rich,
disagree to strongly agree. There are also some
narrative data directly from participants. During
questions that asked ranging from rarely and
the
oftenly. On the first section, the questionnaire
themselves in the collected data, using some
will ask 10 close-ended questions and 1 open-
questions
ended question about what students feel
Bhowmik (2018). The researcher use this
comfortable and beneficial during collaborative
questionnaire
writing session. While for the second section,
perspectives of students during collaborative
will ask 10 close-ended questions and 1 open-
writing, which are the benefits and the
ended question about the challenges and what
challenges. The focus is on providing a
they dislike during collaborative writing
comprehensive and detailed portrayal of
session.
close-ended
students' experiences, shedding light on both the
questionnaire because it offers a structured and
challenges and benefits encountered during
standardized approach to data collection,
collaborative writing.
collaborative
This
writing
research
uses
method
analysis
phase,
previous
template
researchers
immerse
questionnaire
to
identify
from
two
ensuring that all participants respond to the
Furthermore, the descriptive qualitative
same set of questions (Smith, 2017). This not
analysis in this study aimed to offer a rich and
only reduces subjectivity but also streamlines
accurate depiction of students' experiences
the data analysis process. In the context of a
during
study focused on identifying specific insights,
presenting a detailed narrative of both the
such as the benefits and challenges of online
challenges and benefits, this approach provides
collaborative writing for improving writing
valuable insights into the nature of collaborative
skills,
writing practices in an online educational
close-ended
questions
provide
online
collaborative
writing.
respondents with predefined response options,
context.
facilitating a more efficient and straightforward
Research Participants and Setting
examination of their perceptions (Brown,
Penggalan judul....
(penulis 1 & penulis 2, 202x)
By
The study conducted in a composition 1
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course offered to 40 first-year university
in argumentative essay format. In the next week
students at a private university in Indonesia in
they were expected to finish the outline and
the first semester of 2023 academic year. There
draft. After they finished the activities, the
are 22 females and 18 male students with
researcher gave the questionnaire to all of the
different major. The students enrolled in a
students in the class. After the data were
writing class for two meetings lasting for two
collected, all the data sources will be triangulate
and half hours per meeting and were assigned to
and validate with other research findings. Data
produce
Upon
analysis is organizing and sorting data into
completing the collaborative writing, the
patterns, categories, and fundamental units of
students
description so that themes can be found and
two
were
collaborative
requested
tasks.
to
answer
a
questionnaire on their experiences in online
working
hypotheses
are
formulated
as
collaborative writing session. This language
suggested by the data (Moleong, 2017). This
skill course aimed to develop EFL university
study analyzed the data from questionnaires
students’ academic writing skills with an
find research results. Then the data was
emphasis on writing different academic genres,
presented in descriptive form.
including descriptive, cause and/ or effect, and
Table 1. Participants’ ages
argumentative essays. In the present study,
argumentative
essays
were
used
<18 years old
Age
19 years old
20 years old
8 (20%)
1 (2,5%)
13 (32,5%)
21 years old
22 years old
22> years old
14 (35%)
8 (20%)
4 (10%)
for
collaborative writing data analysis. The topics
were about creating an argumentative writing
about choosing pros or cons about a topic
chosen from the lecturer.
The two collaborative writing activities
were conducted in two weeks in Composition 1
Source: Questionnaire
Table 2. Participants’ Study Programs
Class. The researcher was conducting survey in
that class to watch the activities of students
during collaborative writing in the class. Before
the class began, students signed consent form
Number
(Percentages)
Study Programmes
Visual Communication Design
2 (5%)
Psychology
7 (17,5%)
English Language Education
8 (20%)
for the researcher to conduct survey and the
Computer Science
2 (5%)
continuation which is the questionnaire. The
Information Systems
4 (10%)
consent form contained a section where
Management
10 (25%)
Accounting
7 (17,5%)
students have to fill out their information such
as their gender, age, and their study program. In
Source: Questionnaire
the first week, students were assigned to create
RESULTS
a first outline about their collaborative writing
Student’s Perception towards Benefits of
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▪
Collaborative Writing
from peers when collaborating online.
The data presented in this section were data
obtained from questionnaires on university
students’ Composition 1 class regarding their
9.
I believe it easier to provide feedback
I
from peers when collaborating online.
10.
I believe online collaborative writing
J
enhances my overall understanding of
perceptions in collaborative writing activities.
the topic or subject matter.
The questionnaire contained 22 statements with
five alternative answers provided. Students
were asked to choose one alternative answer
ranged from strongly disagree to strongly agree
based on how their perspective
during
collaborative writing activities. The researcher
examined two aspects perspective during
collaborative writing activities which are the
benefits and challenges.
Picture 1. Students’ Perceptions towards Benefits of
Collaborative writing charts
Table 3. Perception on Collaborative Writing Benefits
No.
Statement
Code
1.
I believe it is helpful to write in pairs
A
in class.
2.
I
believe
Google
Docs/Canvas
B
Discussion is helpful for my academic
I believe online collaborative writing
C
improves my ability to generate ideas
I believe online collaborative writing
D
have improved my grammar in
I believe online collaborative writing
E
have improved my vocabulary in
I believe online collaborative writing
F
have improved my structure in
I believe online collaborative writing
G
positively impacted my ability to
Penggalan judul....
(penulis 1 & penulis 2, 202x)
skills
which
are
grammar
use,
various
vocabulary, and writing structure during writing
Collaborative
Writing’s
Benefits
on
This aspect include statements of how
collaborative writing would be beneficial for
topic. The statements included and results
writing assignments.
I believe it easier to receive feedback
students believe that collaborative writing is
students to generate ideas and understand the
manage time and meet deadlines for
8.
(87.5% Agree), E (92.5% Agree), and F (90%
Generating Ideas Aspect
writing.
7.
results included in this aspect are: Code D
in class.
writing.
6.
collaborative writing would be beneficial for
helpful for students to improve their writing
writing.
5.
This aspect include statements of how
Agree). This percentage shows that almost all
for writing.
4.
Session Aspect
students during writing. The statements and
assignments.
3.
Collaborative Writing’s Benefits on Writing
H
included in this aspect are: Code C (92.5%
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Agree) and J (97.5% Agree). It indicated that
students positively perceived the benefits of
the students are helpful by the usage
online collaborative writing activities such as
collaborative writing activities to generate ideas
improved writing skills, enhancing students’
for their writing and enhances students’
understanding of the topic, easier giving and
understanding of their writing topic.
receiving feedback, and improving students’
Collaborative Writing’s Benefits on The Use
critical thinking to generate ideas while writing.
of
Google
Docs/Canvas
Discussion
Provided in the last of benefit’s section,
to
an open-ended section questionnaire where
Manage Writing Time Aspect
This aspect focused on how online
students can mention any other benefits that
collaborative writing tools such as Google Docs
students behave during online collaborative
and Canvas discussion can be useful for the
writing session. Students mentioned that it is
students to manage their writing time during
easier to gain insight and sharing ideas with
writing assignments. The statements included
their peers during collaborative writing session
and results in this aspect are: Code B (97.5%
(n=
Agree) and G (100% Agree). This data shows
distribution (n= 7), helpful feedback from peers
that the majority of the students strongly believe
(n= 4), improved their writing skills (n= 6), fun
that collaborative writing with online tools such
and comfortable learning environment (n= 5).
as Google Docs and Canvas discussion are
Student’s Perception towards Challenges of
helpful for students’ time management to finish
Collaborative Writing
12),
their writing task on time.
easier
work management
and
The table below showed the percentage
Collaborative Writing’s Benefits on Giving
of students’ answers to the challenges aspect of
Feedback and Receiving Feeback from their
collaborative writing activities (See Table 4 and
Peers Aspect
Picture 2).
This
aspect
focused
on
how
Table 4. Perception on Collaborative Writing
Challenges
collaborative writing can easier students to give
feedback and receive feedback while writing to
their peers. The statements included and results
No.
Statement
Code
1.
I faced difficulties in maintaining
A
the originality and authenticity of
in this aspect are: Code A (100% Agree), H
your work when collaborating
(95% Agree), I (100% Agree). This data
concluded that most of the students agree that
online.
2.
I believe online collaboration
collaborative writing is really helpful to give
hinders
feedback and receive feedback from their peers
independently
during writing.
assignments.
Based on the data of the ten statements
about benefits of collaborative writing, the
8
3.
I
my ability to
experienced
managing
on
work
writing
difficulties
conflicts
B
in
C
or
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4.
disagreements with peers when
Collaborative
collaborating online.
Students’ Writing Skills Aspect
My peer is hard to be contacted
during
online
D
collaborative
I believe online collaboration
E
often leads to confusion during
7.
I believe online collaboration
F
in this aspect are: Code A (47.5% Disagree and
Disagree), G (60% Disagree), I (65% Disagree).
in managing the different writing
disagree with the statement that collaborative
styles and preferences of team
writing makes them difficult to maintain the
members.
originality of their writing. However, there are
I believe online collaboration
G
some students choose neutral, means that
made it more difficult to track
students might sometimes find difficulty to
changes and revisions in my
maintain the originality and sometimes no
I encountered challenges related
H
disagreeing with the statement that online
write, confused to generate ideas, difficult to
writing projects.
I believe that online collaboration
problem with it. The students are also
collaborative writing can hinders their ability to
effort in online collaborative
10.
students’ writing skills. The statements included
Stated in this data shows that students are
to unequal distribution of work or
9.
This aspect of focus in this section is on
sometimes resulted in difficulties
collaborative writing projects.
8.
on
32.5% Neutral), B (65% Disagree) E (57.5%
constructing my idea in writing.
6.
Challenges
the challenges of collaborative writing for
writing sessions.
5.
Writing’s
I
track changes and revision during writing,
can sometimes lead to a loss of
distract their concentration while working on
focus or concentration when
their assignments. It shows that collaborative
working on writing assignments.
writing is not challenging for students’ writing
I believe online collaborative
J
writing’s tool is difficult to use.
skills.
Collaborative
Writing’s
Challenges
on
Students’ Communication and Discussion
with their Peers Aspect
The focus of this aspect is the challenge
of communication and discussion between
student during collaborative writing.
The
statements in this aspect are including: Code C
(55% Disagree, and Agree 22.5%) and D (45%
Disagree, 22.5% Neutral, 47.5% Agree). Based
Picture 2. Students’ Perceptions towards Challenges of
Collaborative writing charts
on this statement half of the students have a
difficult to manage conflict with their peers
during discussion. Almost half of students in the
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class also found that their peers is difficult to be
managing different style, ideas, and conflict
contacted to do their online collaborative
with peers. However, some students have a
writing task. This data shows that collaborative
concern with their peers’ contribution during
writing may cause a challenge to communicate
joint writing process because their peers were
with their peers. However, majority of the
difficult to be contacted that can caused
students can still manage to have better
imbalance participation during collaborative
communication with their peers.
writing.
on
Provided in the last of challenge’s
Students’ Different Writing Styles and Work
section, an open-ended section questionnaire
Distribution with their Peers Aspect
where
Collaborative
This
Writing’s
aspect
Challenges
focused
on
students
can
mention
any
other
how
challenges that students behave during online
collaborative writing can be challenging for
collaborative writing session. Students stated
students to manage their writing style and work
that challenges they found during collaborative
distribution with their peers. The statements
writing activities were: Peer’s different writing
focused on this aspect are including: Code F
style (n= 11), unassertive peer during writing
(65% Disagree) and H (50% Disagree and 40%
(n= 9), conflicts because of different ideas (n=
Agree). It can be stated from this data that
9).
students was not difficult to manage their
writing style with their peers. However, some
students have a struggle do distribute their work
Discussion
This section summarizes the findings of
task with their peers.
a study that surveyed forty university students
Collaborative Writing’s Challenges on The
enrolled in a Composition 1 course. The study
Usage of Online Collaborative Writing Tools
aimed to address the research questions outlined
The focus of this aspect is the challenge
of online collaborative writing tools such as
in the first chapter.
Benefits Aspect
Google docs and Canvas discussion can be
The results indicated that a majority of
difficult to use. The statement on this aspect is
the students perceived collaborative writing as
Code J (97.5% Disagree). It shows that students
an enjoyable and beneficial activity that
are not having a problem of using Google Docs
enhanced their writing skills. This aligns with
and Canvas discussion to do their writing task.
previous research by Strobl (2013), Donato
Based on the answers to the tenth
(2014), Anggraini et al. (2020), and Talib and
statements above, it can be concluded that
Cheung (2017). Given that collaborative
students were not encountered some difficulties
writing involves cooperation among two or
during online collaborative writing such as
more individuals, peer interaction plays a
causing distraction, tracking revision issue,
crucial role in the success of such activities.
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This is suitable with Strobl (2013) findings
lies in the social dynamics within collaborative
where he mention that in collaborative writing,
groups
has a collaborative synergy that not only widens
relationships among group members can foster
the scope of ideas but also fosters creativity,
a supportive and conducive atmosphere for
often leading to innovative solutions and fresh
learning. When students feel comfortable and
perspectives that might elude an individual
respected within their groups, they are more
writer. Collaborative synergy, the combined
likely to actively engage in discussions, share
energy and collaboration among diverse minds,
ideas, and provide constructive feedback to one
goes beyond the mere accumulation of ideas; it
another. Supported with a data when students
cultivates an environment where ideas intersect,
feel a sense of comfort and respect within their
intertwine, and evolve (Strobl, 2013). This
collaborative groups, it significantly impacts
collective
creative
their engagement and participation (Storch,
combustion, igniting pathways to innovative
2015). As noted by Johnson and Johnson
solutions and unveiling fresh perspectives that
(2009), an environment fostering psychological
might remain hidden within the confines of an
safety
individual writer's mind (Donato, 2014).
individuals to contribute actively during
Related
varied
discussions, share their ideas freely, and offer
stirring
constructive feedback to their peers. This
imagination and prompting unconventional
comfort stems from the assurance that their
approaches that, in isolation, might never
perspectives will be valued and respected
surface (Anggraini et al., 2020). Consequently,
within the group context (Edmondson, 1999). It
this collaborative process not only broadens the
is explained in a research shows when students
horizon of ideas but also unlocks the potential
feel secure in expressing themselves without
for groundbreaking insights and inventive
fear of ridicule or dismissal, they become more
solutions that surpass the capabilities of any
inclined to engage in open dialogue, leading to
singular contributor.
a richer exchange of ideas and a deeper level of
exchange
with
viewpoints
the
acts
sparks
a
interaction
as
a
of
catalyst,
(Zheng
and
et
mutual
al.,
2015).
respect
Positive
encourages
Moreover, the impact of relationships
collaboration (Aubrey et al., 2014). Ultimately,
within groups on student outcomes in writing
this positive atmosphere not only enhances the
classes stems from several interconnected
quality of discussions but also nurtures a more
factors that influence collaborative learning
supportive and productive collaborative writing
environments. Aligned with Zheng et al. (2015)
environment.
and Storch (2013) findings where they
highlighted
these
agree with collaborative writing can enhance
students'
their writing fluency, grammatical accuracy,
experiences and, consequently, their writing
and vocabulary usage. One reason for this
abilities. One primary reason for this influence
improvement is the diverse perspectives and
relationships,
the
significance
which
can
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(penulis 1 & penulis 2, 202x)
shape
of
The data also show that students are
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knowledge brought by each collaborator. When
collaborative writing activities. This finding s
individuals collaborate, they share ideas, offer
align with Suwantarathip and Wichadee (2014)
feedback, and contribute different insights.
and Seyyedrezaie et al. (2016) where the study
Related with Zheng et al (2015) and Yeh (2014)
explained that Google Docs offers real-time
study,
more
editing and commenting features that enable
comprehensive understanding of the topic,
seamless collaboration among multiple users.
leading to richer content and a wider range of
This allows students to work simultaneously on
vocabulary. As each participant contributes
a document, contributing their ideas, revising
their unique linguistic strengths, the overall
content, and providing feedback to their peers
piece benefits from a more varied and
in a synchronous manner. Furthermore, the
sophisticated
use
through
platform's accessibility across devices and its
collaboration,
individuals
in
cloud-based nature ensure that students can
this
exchange
fosters
of
a
language.
engage
an
exchange of ideas and insights (Zheng et al.,
collaborate
anytime,
2015). It explained as they share their thoughts,
convenience
and
offer
different
collaborative writing endeavors (Suwantarathip
viewpoints, a deeper understanding of the topic
& Wichadee, 2014). Moreover, they elaborate
emerges. This deeper understanding translates
that the functionality of Google Docs in
into
enabling
feedback,
a
more
and
contribute
enriched
content
as
the
seamless
anywhere,
flexibility
fostering
in
collaboration
their
among
collaborators collectively cover a broader range
multiple users through its real-time editing and
of aspects related to the subject matter (Yeh,
commenting features. This means that when
2014). Additionally, the collaborative process
students access a document on Google Docs,
often involves peer editing and revision. The
they can work on it simultaneously with their
data on this research findings also connected
peers. As one student makes edits or adds
with Bhowmik et al. (2019) study where
content, those changes are instantly visible to
iterative
continuous
others viewing the document at the same time.
refinement and improvement of the writing.
This synchronous editing capability facilitates a
Through peer feedback, individuals can identify
dynamic and interactive writing process.
grammatical errors and suggest alternative
Students can actively contribute their ideas,
phrasing or vocabulary, which helps enhance
revise the content, and engage in discussions or
the overall accuracy and fluency of the writing.
feedback sessions in a synchronized manner.
Students are also agree with the
For instance, while one student might be typing
statement that online tools such as Google Docs
out a paragraph, another can simultaneously
and Canvas discussion are helpful for them to
review and comment on a different section
manage their times, giving and receiving
(Seyyedrezaie et al., 2016). This immediate and
feedback from their peers during online
simultaneous collaboration allows for a fluid
12
process
allows
for
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exchange of thoughts and ideas, creating an
during its process, which are managing conflicts
environment where students can work together
and disagreement with their peers and difficult
in real-time, enhancing the efficiency and
communication because of their peers is
effectiveness of their collaborative writing
difficult
efforts. The findings also relate with Ambrose
collaborative writing session.
to
be
contacted
during
online
and Palpanathan (2017) where it highlights that
Students often face challenges in
the real-time collaboration feature encourages
managing conflicts and disagreements during
efficient allocation of time among students.
collaborative writing due to various reasons.
Through simultaneous editing and commenting,
Related with Brown and Atkins (2019), one
students can divide tasks, discuss content, and
primary factor is the diversity of perspectives
make revisions promptly, thereby enhancing
and ideas that collaborators bring to the table.
their ability to manage time effectively during
While this diversity can enrich the writing
the writing process. This real-time interaction
process, it can also lead to clashes in opinions
helps in reducing time wastage, enabling
and approaches. Conflicts might arise when
students
and
individuals have differing viewpoints on how to
writing
structure the content, which ideas to prioritize,
to
work
more
productively
on
assignments.
Additionally,
efficiently
collaborative
the
online
or
how
to
articulate
certain
concepts.
environment provided by platforms like Google
Additionally, challenges in communication and
Docs creates a conducive space for students to
interpersonal skills can exacerbate these
give and receive feedback easily. According to
conflicts. Some students might find it difficult
Hyland (2016), the comment and suggestion
to express their opinions assertively or might
features in online platforms facilitate a
struggle to listen and empathize with others'
smoother feedback exchange process. Students
viewpoints, leading to misunderstandings and
can provide constructive feedback directly on
disagreements. Moreover, issues related to
the document, enabling clearer communication
power dynamics or unequal participation within
and enhancing the effectiveness of peer
the group can also contribute to conflicts, as
feedback.
asynchronous
noted by Anggraini et al. (2020). These
nature of online collaboration allows students
challenges in effectively managing conflicts
more time to process feedback received from
and disagreements can hinder the collaborative
peers, leading to a deeper understanding and
writing
implementation of suggestions into their
productivity and cohesion of the group effort.
Furthermore,
the
writing.
process,
impacting
the
overall
Students might encounter challenges in
Challenges Aspect
contacting
their
peers
during
online
Collaborative writing, while offering a
collaborative writing due to several reasons
multitude of benefits, based on this research
outlined in the research by Bhowmik (2020).
findings, students also encountered challenges
One significant factor is the reliance on digital
Penggalan judul....
(penulis 1 & penulis 2, 202x)
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communication tools where students might face
engaging in collaborative writing tasks. They
technical issues or lack familiarity with the
adeptly
platform, hindering their ability to connect
multifaceted
seamlessly. Issues like internet connectivity
discussions, adaptive approaches to forming
problems
the
new peer relationships, reciprocal advice
collaboration platform can impede students'
exchange, effective time management, and
efforts to reach out to their peers effectively.
seeking guidance from instructors. This aligns
Additionally, time zone differences among
with the findings of a study by Goold et al.
students, as highlighted by Bhowmik (2020),
(2010) and Jeong and HmeloSilver (2016)
pose a challenge in coordinating real-time
which highlighted the pivotal role of a
communication. Scheduling conflicts due to
supportive and inclusive group environment in
varying schedules and commitments further
fostering student engagement and participation.
complicate efforts to establish timely contact.
Despite the possibility of challenges such as
Moreover, some students might experience
conflicts, unequal participation, and inactive
communication apprehension in the online
peers due to insufficiently monitored group
setting, feeling hesitant to initiate contact or
formation,
engage in discussions with their peers, which
collaborative writing remain robust. According
can hinder the collaborative writing process.
to Vygotsky's socio-cultural theory (Vygotsky,
These challenges in establishing contact and
1978),
maintaining
interaction, underscoring the importance of
or
difficulties
navigating
communication
channels
can
addressed
challenges
strategies,
the
including
perceived
learning
occurs
writing
through
active
benefits
through
in
of
social
potentially disrupt the flow of collaboration and
collaborative
facilitating
idea
impact the overall effectiveness of online
exchange, deepening comprehension of topics,
collaborative writing endeavors.
and easing feedback exchange among peers.
This resonates with the conclusions drawn in
research by Swain and Lapkin (2001),
emphasizing
the
positive
impact
of
CONCLUSION DAN SUGGESTION
collaborative writing on students' writing skills,
Conclusion
including
grammar
use,
vocabulary
This study has revealed the positive
enhancement, and structural coherence. Hence,
reception of online collaborative writing
while challenges may surface due to the lack of
activities among students persists despite
structured group allocation and monitoring, the
potential
myriad benefits of collaborative writing, as
challenges
encountered
during
collaborative writing activity. As evidenced by
perceived
Storch (2019), students showcased remarkable
significance as a platform for shared learning,
adaptability and problem-solving skills while
skill
14
by
students,
enhancement,
and
underscore
effective
its
task
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Jurnal Dedikasi Pendidikan, Vo. X, No.X, Januari 202X : X-XX
management within educational settings. The
1
integration of structured group formation and
Arnold, N., & Ducate, L. (2006). Future foreign
active monitoring before initiating collaborative
language teachers’ social and cognitive
writing activities emerges as imperative to
collaboration in an online environment.
mitigate potential challenges, ensuring a more
Language Learning & Technology, 10,
productive and fruitful collaborative writing
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Blake, R. J. (2008). Brave new digital
classroom: Technology
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foreign
language learning. Washington, DC:
SUGGESTIONS
The present study, however, still has
Georgetown University Press.
several limitations that may be examined in
Elabdali, R., & Arnold, N. (2020). Group
further research. This study did not specifically
dynamics across interaction modes in L2
investigate the students’ writing improvement,
collaborative wiki writing. Computers
but rather explored the students’ perceptions on
and
how OCW might enhance their writing skills. In
https://doi.org/10.1016/j.compcom.2020.
addition, the study could only carry out the
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58,
1-17.
writing class using OCW in a limited time and
Goold, A., Coldwell, J., & Craig, A. (2010). An
in a particular writing type (e.g. argumentative
examination of the role of the e-tutor.
essay). Therefore, future studies may address a
Australasian
possible longer time span, a more varied writing
technology,
task, and another effect of OCW to expand the
https://doi.org/10.14742/ajet.1060
findings in this research.
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Alwahoub, H. M., Jomaa, N. J., & Azmi, M. N.
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