TRANSFORMING STUDENT WRITING SKILLS THROUGH GOOGLE DOCS: COLLABORATIVE AND INTERACTIVE TECHNIQUES

This study, conducted at the International Information Technology University (IITU), explores the impact of Google Docs on writing skills among first-year elementary level students focusing on correct grammar and vocabulary usage. The research aims to quantitatively assess the effectiveness of Google Docs in developing the writing proficiency among first-year elementary university students. Four groups, each consisting of 15 students, were selected for the study, making a total of 60 participants. Quantitative methods exclusively ensure objective and measurable outcomes in the research methodology. The teachers administered pre- and post-assessment tests to evaluate the writing skills of students before and after the intervention. Researchers used Google Docs for various writing activities, including collaborative writing projects, peer review sessions, and interactive feedback mechanisms. Students used the real-time collaboration feature of Google Docs to co-author documents, share ideas, and receive immediate feedback from peers and instructors. Researchers collected and analyzed data to measure the improvement in writing skills across different groups. The collaborative and interactive features of Google Docs significantly enhance student writing skills, as suggested by preliminary findings. Marked improvement in the ability to construct well-organized and grammatically correct sentences was shown by students. The potential of Google Docs as a powerful educational tool for fostering collaborative learning and improving writing proficiency in an academic setting is highlighted by the study. The growing body of evidence supporting the integration of digital tools in education is contributed to by this research, and valuable insights for educators seeking to enhance student writing skills through innovative and interactive techniques are provided.