Investigating the Effectiveness of Computer-Assisted Language Learning (CALL) Using Google Documents in Enhancing Writing – A study on Senior 1 Students in a Chinese Independent High School

Computer-assisted language learning (CALL) has evolved through various stages in both technology as well as the pedagogical use of technology (Warschauer & Healey, 1998). Studies show that the CALL trend has facilitated students in their English language writing with useful tools such as computer based activities and word processing. Students are able to produce higher quality essays in a student-centered nature and less-intimidating manner (Braine, 1997). It is also noted that this has indirectly allowed students to engage in exploratory learning with a large amount of language data. This study investigated the effectiveness of computer-based writing in the computer lab and in-class pen and paper writing. Participants included 114 Senior One students in a writing class at a Chinese Independent High School in Klang, Selangor, West Malaysia. The 114 participants individually engaged in the in-class writing task (pen and paper) and one computer-based writing task using Google Docs in the computer lab. Both writing tasks were on similar descriptive writings. A pre-writing questionnaire was given to see how students perceive using Google Docs in writing lessons and a post-writing questionnaire to check if Google Docs inspires them to write more. In order to investigate further, student interviews were conducted. The findings revealed that majority of the students have a positive attitude towards the use of Google Docs as one of the tools in learning writing as they found it very reliable. The analysis of writing samples showed that 74 students out of 109 (5 absentees) have shown improvement in their writing with the use of Google Docs. The findings revealed that students are aware of the importance of computers as one of the important tools in education for the 21 st century. Nevertheless, some students felt it should be done in moderation as too much of technology can sometimes make the teaching and learning process mundane.