The Effect of Peer Assessment Using Google Docs on Omani Grade Ten Students’ Writing Performance

Abstract:

Introduction: Low writing performance among English Language students is a persistent issue in educational contexts, including Oman. This study investigates the effectiveness of peer assessment and Google Docs as tools to enhance writing performance among grade ten Omani students. It aims to compare these tools with traditional teacher feedback and evaluate their impact on students’ writing skills and attitudes towards writing and educational technology. Methods: This quasi-experimental study involved 28 grade ten students divided into two groups: an experimental group (n=8) and a control group (n=15) and interview sample (n=5). The experimental group used peer assessment and Google Docs, while the control group received traditional teacher feedback. Data collection methods included pre- and post-tests to measure writing performance and interviews to gauge students’ attitudes towards writing and educational technology. Results: Writing Performance- The analysis of pre- and post-test scores revealed a statistically significant improvement in the writing performance of the experimental group compared to the control group. This indicates the effectiveness of peer assessment and Google Docs in enhancing students’ writing skills. Attitudes Toward Writing and Technology- Interviews conducted with the experimental group showed a more positive attitude towards writing and the use of educational technology. Students expressed greater engagement and motivation when using peer assessment and Google Docs compared to traditional methods. Discussion: The findings of this study highlight the potential benefits of integrating peer assessment and Google Docs into English language teaching. The significant improvement in writing performance and positive student attitudes suggest that these tools can effectively address low writing performance. The study supports the need for teacher training in the use of these tools, curriculum integration, and encouraging parental support for educational technology. Conclusion: This research contributes to the literature on the impact of technology and peer assessment on students’ writing performance. It offers valuable insights for future English language teaching, emphasizing the importance of adopting innovative pedagogical and technological tools to enhance student learning outcomes. Recommendations include comprehensive teacher training, strategic curriculum integration, and fostering parental support for educational technology to maximize its benefits.

Keywords:

Peer Assessment; Web 2.0; Writing performance; ELT; Google Docs.

Citation: Ali Mohammed Ali Al Breiki, Serge Gabarre and Cecile Gabarre (2024). The Effect of Peer Assessment Using Google Docs on Omani Grade Ten Students’ Writing Performance. Horizon J. Hum. Soc. Sci. Res. 6 (1), 76–87. https://doi.org/10.37534/bp.jhssr.2024.v6.n1.id1269.p76