Lecturers’ Perceptions of Google Docs for E-portfolios to improve students’ IELTS Writing
DOI:
https://doi.org/10.54855/ijli.26512Keywords:
Google Docs, e-portfolios, writing e-portfolios, writing performanceAbstract
This study investigated teachers’ perceptions of using Google Docs for writing e-portfolios to improve IELTS writing performance of non-English majors. Data were collected through semi-structured interviews with three Vietnamese lecturers, supported by the researcher’s reflections, and analyzed using grounded theory coding procedures. The findings indicated that lecturers perceived the integration of Google Docs both positively and negatively. Specifically, they reported that the platform facilitates writing correction, encourages peer review, and promotes collaborative learning, helps students become more active and confident writers. However, several challenges were discovered including students’ reliance on automatic correction, unstable Internet connectivity, and limited technological skills. Overall, the study highlighted key benefits and constraints of Google Docs–based e-portfolios in university writing instruction and offered practical solutions to address issues encountered in technology-enhanced learning environments.
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