Online Collaborative Flipped Writing Classroom: A Framework for Online English Writing Instruction

The Covid-19 pandemic has brought about unprecedented global impacts, particularly in the ELT sector. Empirical evidence has shown that English language teachers and students face several challenges, namely the inadequacy of technological skills, learning hours, motivation, and engagement, to mention a few. However, a few studies offer an applicable learning framework that provides theoretical and practical insights for L2 or English writing instructors, particularly in the Higher Education (HE) context amid the pandemic. Therefore, this paper proposes an applicable learning framework, "Online Collaborative Flipped Writing Classroom” (OCFWC), for L2 writing instruction in HE as a remedy for remote learning conditions and beyond. The initial section of this paper sheds light on the rationale for establishing the learning framework, followed by a brief overview of the theoretical underpinnings of this framework. Second, it presents the step-by-step procedures for implementing this learning framework by drawing on an English language writing classroom in an Indonesian HE context during the Covid-19 pandemic. The final section of this paper discusses the pedagogical benefits, limitations, and implications for future studies. ISSN 1925-0703 E-ISSN 1925-0711 © 2022 Sciedu Press. All right reserved.

Perceived Acceptance of Enacting Google Docs in an Online Collaborative EFL Writing Classroom

Despite a plethora of studies on the use of Web 2.0 technology in the English language teaching (ELT) landscape during the Covid-19 pandemic, few have examined the extent to which students accept the enactment of Google Docs (GD) for collaborative writing. To fill this void, grounded in Technology Acceptance Model (TAM) theory (Davis, 1989), this study aimed to examine students' perceived acceptance of GD enactment as a means of online collaborative English as a foreign language (EFL) writing practices. It sought to answer the following main research question: How did the students react to the enactment of Google Docs for collaborative writing in English during the Covid-19 pandemic in terms of Perceived Ease of Use (PEU), Perceived Usefulness (PU), Attitude towards Using (ATU), and Intention to Use (ITU)? The statistical evidence indicated that GD was user-friendly and useful for the students given the overall Mean score (M=6.0) and the significant effects of all the hypothetically tested variables, significantly influencing their behavior and intention to use the technology. The qualitative evidence showed that internet connection was their sole challenge and that more practical training on using GD would help them better operate it for such a pedagogical purpose. The study encapsulates the feasibility of enacting GD as a medium of online collaborative EFL writing practices in the age of the Covid-19 pandemic. Further research examining the acceptance of GD and other dependent variables, such as learning outcomes, engagement, motivation, and etc., in ELT context would be worthy of investigation.