View Article

Volume 17, Issue 3 December 2021, pp. 277–297

Regular Articles
The construction of a L2 composition MOOC using Google Classroom

Mei-Hung Lin ¹

¹ Taipei Medical University, TAIWAN

DOI: https://doi.org/10.29140/jaltcall.v17n2.384

Abstract

With the rapid development of technology, online writing instruction (OWI) has become an integral part of all writing instruction. However, one of the challenges encountered by OWI instructors has been to select an appropriate online learning platform. This study developed a small-scale fully online writing course – a college-level L2 Composition MOOC using Google Classroom, a free and easy-to-use online learning platform, to explore (a) the efficacy of teaching writing using MOOCs and most importantly (b) the pedagogical use of Google Classroom in the field of OWI. Participants were 33 EFL students who learnt knowledge and skills needed to write a literature review assignment in this 6-week, theme-based composition MOOC. Results demonstrated that the composition MOOC was well received by the participants and can be effective in teaching writing given that students made improvement on both knowledge of citation practices and final written product. Specifically, the technology in Google Classroom allowed teachers to create different types of learning materials, assignments, and assessments. In addition, its collaborative features, such as file sharing and real-time interaction, empowered teachers to create interactive, communicative activities that writing pedagogies value, making Google Classroom a good platform for OWI.

Copyright

Suggested citation

Lin, M.-H. (2021). The construction of a L2 composition MOOC using Google Classroom. The JALT CALL Journal, 17(3), 277–297. https://doi.org/10.29140/jaltcall.v17n2.384

Related Articles:

EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education & Assessment Published: 30 April, 2019, Volume 2(1), 41–56.

Interculturality as collaborative identity management in language education
Claudia Borghetti
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38.

Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Jason Martel
Language Education & Assessment Published: 31 August, 2019, Volume 2(2), 57–69.

Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.

L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.

Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Paula Garrett-Rucks
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.

An investigation of learners' use of CAN and COULD
Lauren Whitty
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 32–46.

Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 17–31.

Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 39–58.

Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 14–30.