Google Docs: Potentials and Promises for Scaffolding Supervisory Pedagogical Practices of EFL/ ESL Students’ Writing Dissertation

Osama Mudawe Nurain Mudawe


The diffusion of technology-enhanced Instruction has created enormous possibilities for teaching and learning in higher education. These new practices, more than ever before, have dramatically changed how instructions are molding. Therefore, and in this context, the present paper assumes a higher degree of reasonable relevance in its focus, treatment, and dilation of the subject matter, which although limited to the role of the use of Google docs towards achieving interminable reliability of data.  In the same context, the study is an attempt to explore the instructional capabilities of Google Docs as an interactive and collaborative tool in enhancing EFL/ ESL students' writing dissertation, which is a mandatory requirement for graduation. Google Docs used as a tool for facilitating the supervision of six students graduation project from level eight at English Department, College of Arts and Humanities, Jazan University, Saudi Arabia. Google Docs used to monitor students’ progress in writing their dissertation and provide constructive and timely feedback.  An interview was conducted to obtain students attitudes toward Google Docs-enhanced dissertation supervisory sessions. Students’ responses revealed that Google Docs extends the scope of communication between them and their supervisor behind the confinements of traditional settings. Furthermore, Google Docs enhanced their editing and revision of manuscripts in an ever relaxing and motivated environment. The study highlights a set of remarkable features in favor of Google Docs as a vibrant and sophisticated research tool.


Google docs, dissertation, EFL/ESL, supervisory pedagogical practices

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