A Systematic Literature Review of Google docs and Blogs Facilitating Online Collaborative Writing for Adult EFL Learners in Higher Education: Effects and Perceptions

Abstract

Abstract: The 21st century Web 2.0 technologies such as Google docs and Blogs can be used to promote mutual interaction and communication in writing. This article describes the results of a comprehensive review of the literature from 2012 to 2022 evaluating the effects of computer-assisted learning tools like Google docs and blogs for Adult EFL learners in higher education on improving writing in an academic setting from the students’ perceptions. Across 10 studies that met inclusion criteria, study samples consisted of adult learners in different countries using various computer assisted learning tools like google docs and blogs. The analysis focused on two types of computer assisted learning tools mentioned in the articles and research methods as well as learning effectiveness. The article tries to answer the following questions in regards of effectiveness and students’ perceptions. Is computer-assisted learning using Google docs or blogs more effective than traditional learning in writing? What are the students’ perceptions towards computer-assisted learning tools like google docs or blogs? The findings suggests that computer assisted learning tools like Google docs and blogs are more effective than traditional way of teaching in writing and students generally perceive positive attitude towards Google docs and blogs in writing class. This paper tries to add to the Adult EFL fields' literature by presenting a categorized overview of relevant works focusing on the learner.