The use of Google Jamboard for synchronous collaborative reading strategies: The students’ acceptance
DOI:
https://doi.org/10.29408/veles.v6i1.5010Keywords:
google jamboard, collaborative reading strategies, online learning, technology acceptance modelAbstract
This study employed a mixed-method approach through administrating the Technology Acceptance Model (TAM) questionnaire and conducting in-depth interviews. TAM was used in this study to gain insight into the students' reactions to the technology used for online language learning, especially the acceptance of using Google Jamboard integrated with video conferencing for synchronous collaborative reading comprehension activities. Sixty-three undergraduate students were selected purposefully from the English Language Education Department who enrolled in Literal Reading course in a full-online learning instruction. From the findings, with the regard to the students' acceptance, they confirmed a positive attitude toward using this application, despite the fact that some of them thought it was a new application. As a result, perceived usefulness and the perceived ease of use were rated as moderately high. Many students agreed that the online platform used was immensely useful and simple to use. Meanwhile, some of them experienced technical issues when using this platform, impeding their learning process. Additionally, some pedagogical suggestions also further explored.
References
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 0(0), 1–13. https://doi.org/10.1080/10494820.2020.1813180
Al-Emran, M., & Granić, A. (2021). Is it still valid or outdated? A bibliometric analysis of the technology acceptance model and its applications from 2010 to 2020. Studies in Systems, Decision and Control, 335(April), 1–12. https://doi.org/10.1007/978-3-030-64987-6_1
Alfadda, H. A., & Mahdi, H. S. (2021). Measuring students’ use of zoom application in language course based on the Technology Acceptance Model (TAM). Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-020-09752-1
Alharbi, M. A. (2020). Exploring the potential of Google Doc in facilitating innovative teaching and learning practices in an EFL writing course. Innovation in Language Learning and Teaching, 14(3), 227–242. https://doi.org/10.1080/17501229.2019.1572157
Alim, N., Linda, W., Gunawan, F., & Saad, M. S. M. (2019). The effectiveness of Google classroom as an instructional media: A case of State Islamic Institute of Kendari, Indonesia. Humanities and Social Sciences Reviews, 7(2), 240–246. https://doi.org/10.18510/hssr.2019.7227
Alqarni, F. (2015). Collaborative strategic reading to enhance learners’ reading comprehension in English as a Foreign Language. Academic Journal of Interdisciplinary Studies, 4(1), 161–166. https://doi.org/10.5901/mjss.2015.v4n1p161
Amin, E. A.-R. (2020). A review of research into Google Apps in the process of English language learning and teaching. Arab World English Journal, 11(1), 399–418. https://doi.org/10.24093/awej/vol11no1.27
Ching, M. C. H. (2021). Tahap penerimaan Google Jamboard sebagai alat digital dalam e-pembelajaran: Satu kajian. Jurnal Kurikulum & Pengajaran Asia Pasifik, 9(2), 34–45.
Chinnery, G. M. (2008). You’ve got some GALL: Google-assisted language learning. Language Learning and Technology, 12(1), 3–11.
Creswell, J. W., & Clark, V. L. P. (2018). Desiging and conducting mixed methods research. SAGE Publications.
Darus, N. A., Abdul Halim, N., & Mohd Kassim, A. A. (2019). ESL students’ perspectives in understanding English reading materials: The insight from a language classroom. Jurnal Intelek, 14(2), 257–264. https://doi.org/10.24191/ji.v14i2.259
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339. https://doi.org/10.2307/249008
Dewi, N., Zahrowati, E., & Sulistyawati, M. E. S. (2019). The implementation of Google Classroom in improving students’ reading comprehension at MAN 4 Jakarta. ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, 10(2), 105. https://doi.org/10.33373/as.v10i2.2097
Draucker, S., & Siena, C. (2021). Google Jamboard and playful pedagogy in the emergency remote classroom. Nineteenth-Century Gender Studies, 17(1).
Ebadi, S., & Ebadijalal, M. (2020). The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency. Computer Assisted Language Learning, 0(0), 1–25. https://doi.org/10.1080/09588221.2020.1854311
Ebadi, S., & Rahimi, M. (2017). Exploring the impact of online peer-editing using Google Docs on EFL learners’ academic writing skills: a mixed methods study. Computer Assisted Language Learning, 30(8), 787–815. https://doi.org/10.1080/09588221.2017.1363056
Feilzer, M. Y. (2010). Doing mixed methods research pragmatically: Implications for the rediscovery of pragmatism as a research paradigm. Journal of Mixed Methods Research, 4(1), 6–16. https://doi.org/10.1177/1558689809349691
Godwin-Jones, R. (2011). Emerging technologies: Mobile apps for language learning. Language Learning and Technology, 15(2), 2–11.
Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of flipped classroom on EFL learners’ appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261–293. https://doi.org/10.1080/09588221.2018.1504083
Harjanto, A. S., & Sumarni, S. (2019). Teacher’s experiences on the use of Google Classroom. 3rd English Language and Literature International Conference (ELLiC), 3, 172–178.
Islam, M. S. (2019). Bangladeshi university students’ perception on using Google Classroom for teaching English. International Journal of Psycho-Educational Sciences, 8(2), 57–65.
Kamalodeen, V. J., & Jameson-charles, M. (2016). A mixed methods research approach to exploring teacher participation in an online social networking website. International Journal of Qualitative Methods, 1–14. https://doi.org/10.1177/1609406915624578
Kennedy, G. (2020). What is student engagement in online learning … and how do I know when it is there? Melbourne CSHE Discussion Papers, 1–6.
Khoiriyah. (2021). Students ’ Perceived Comfort in Using Google Docs for Online. The Journal of Asia TEFL, 18(2), 640–648.
Khori, M., & Ahmad, A. (2019). Enhancing students’ reading comprehension through the collaboration between Reciprocal Teaching and Cooperative Learning. 178(ICoIE 2018), 574–577. https://doi.org/10.2991/icoie-18.2019.122
Klingner, J. K., Vaughn, S., Arguelles, M. E., Hughes, M. T., & Leftwich, S. A. (2004). Collaborative strategic reading: “Real-world” lessons from classroom teachers. Remedial and Special Education, 25(5), 291–302. https://doi.org/10.1177/07419325040250050301
Lee, K. (2017). Using Collaborative Strategic Reading with refugee English language learners in an academic bridging program. TESL Canada Journal, 33(10), 97–108. https://doi.org/10.18806/tesl.v33i0.1248
Misirly, O., & Ergulec, F. (2021). Emergency remote teaching during the COVID‑19.pdf. Education and Information Technologies, 1–20.
Mursalina, S. (2018). The use of Collaborative Strategic Reading to teach reading. Research in English and Education (READ), 3(2), 160–167.
Nanthinii, M. (2020). A study of Google Classroom as an effective LMS to improve the LSRW skills of ESL learners. International Journal of Scientific & Technology Research, 9(6), 1116–1119.
Nasim, S. M., & Mujeeba, S. (2021). Learning styles of Saudi ESP students. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), 1–17. https://doi.org/10.21659/rupkatha.v13n4.55
Perveen, A. (2016). Synchronous and asynchronous e-language learning: A case study of virtual university of Pakistan. Open Praxis, 8(1), 21–39. https://doi.org/10.5944/openpraxis.8.1.212
Philominraj, A., Jeyabalan, D., & Vidal-Silva, C. (2017). Visual learning: A learner centered approach to enhance English language teaching. English Language Teaching, 10(3), 54. https://doi.org/10.5539/elt.v10n3p54
Pothier, W. (2021). Jamming Together: Concept Mapping in the Pandemic Classroom. Ticker: The Academic Business Librarianship Review, 5(2), 1–2. https://doi.org/10.3998/ticker.16481003.0005.220
Salam, U. (2020). The students’ use of Google Classroom in learning English. JPI (Jurnal Pendidikan Indonesia), 9(4), 628–638. https://doi.org/10.23887/jpi-undiksha.v9i4.27163
Shaharanee, I. N. M., Jamil, J. M., & Rodzi, A. S. S. M. (2016). The application of Google Classroom as a tool for teaching and learning. Journal of Telecommunication, Electronic and Computer Engineering, 8(10), 5–8.
Shin, M., & Hickey, K. (2020). Needs a little TLC: examining college students’ emergency remote teaching and learning experiences during COVID-19. Journal of Further and Higher Education, 00(00), 1–14. https://doi.org/10.1080/0309877X.2020.1847261
Sukmawati, S., & Nensia, N. (2019). The role of google classroom in ELT. International Journal for Educational and Vocational Studies, 1(2), 142–145. https://doi.org/10.29103/ijevs.v1i2.1526
Susanti, A., Retnaningdyah, P., Ayu, A. N. P., & Trisusana, A. (2020). Improving EFL students’ higher order thinking skills through Collaborative Strategic Reading in Indonesia. International Journal of Asian Education, 1(2), 43–52. https://doi.org/10.46966/ijae.v1i2.37
Sweeney, E. M., Beger, A. W., & Reid, L. (2021). Google Jamboard for virtual anatomy education. Clinical Teacher, 18(4), 341–347. https://doi.org/10.1111/tct.13389
Toquero, C. M. (2020). Emergency remote education experiment amid COVID-19 pandemic. IJERI: International Journal of Educational Research and Innovation, 15, 162–176. https://doi.org/10.46661/ijeri.5113
Tsai, S. C. (2020). Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing. Computer Assisted Language Learning, 0(0), 1–23. https://doi.org/10.1080/09588221.2020.1799412
Weng, F., Yang, R. J., Ho, H. J., & Su, H. M. (2018). A TAM-based study of the attitude towards use intention of multimedia among school teachers. Applied System Innovation, 1(3), 1–9. https://doi.org/10.3390/asi1030036
Yang, Y., & Wang, X. (2019). Modeling the intention to use machine translation for student translators : An extension of Technology Acceptance Model. Computers & Education, 133, 116–126. https://doi.org/10.1016/j.compedu.2019.01.015
Zagoto, I. (2016). Collaborative strategic reading (CSR) for better reading comprehension. Komposisi: Jurnal Pendidikan Bahasa, Sastra, Dan Seni, 17(1), 65. https://doi.org/10.24036/komposisi.v17i1.9647
Downloads
Additional Files
Published
Issue
Section
License
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
