Exploring EFL Students’ Perceptions of Google Classroom as Learning Management System
DOI:
https://doi.org/10.29408/veles.v6i1.5113Keywords:
EFL Students, Perceptions, Google Classroom, Learning Management System, Technology Acceptance Theory, English Language Teaching.Abstract
The employment of Information Technology (IT) for the online teaching and learning process is unavoidable nowadays. One of the popular online teaching platforms currently used in ELT is Google Classroom. However, the literature indicates that there is a limited number of research investigating the perceived usefulness and effectiveness of Google Classroom viewed by the students as its end-users. Thus, the current study aims at investigating the perceptions of secondary students in using Google Classroom (GC) as a Learning Management System (LMS) in English Language Teaching (ELT0. The study focuses on three variables: perceived usefulness (PU), perceived ease of use (PEOU), and actual system use (AU). The study employed a mixed-method research design for data collection and analysis. Quantitative data was collected using a questionnaire and analyzed using IBM SPSS 25.0. The qualitative data was obtained through in-depth interviews with nine respondents. The findings suggest that most participants have positive views on GC with some reservations. Students seem to have more expectations before using GC; yet, they experienced dissatisfaction afterward. It was revealed that GC provides various features to support English learning, but it depends on the users to maximize them. It is suggested that more digital technology training and workshops for students and teachers be adequately fluent in using the GC. Schools need to establish policies to enforce the use of GC within schools, conduct preparation for teachers and students, provide technical support, and collaborate with other institutions for capacity building.
References
Abazi-Bexheti, L., Kadriu, A., Apostolova-Trpkovska, M., Jajaga, E., & Abazi-Alili, H. (2018). LMS Solution: Evidence of Google Classroom usage in higher education. Business Systems Research, 9(1), 31–43. https://doi.org/10.2478/bsrj-2018-0003
Abdullah, M. Y., Hussin, S., & Ismail, K. (2019). Implementation of flipped classroom model and its effectiveness on English speaking performance. International Journal of Emerging Technologies in Learning, 14(9), 130–147. https://doi.org/10.3991/IJET.V14I09.10348
Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students’ acceptance of google classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning, 13(6), 112–123. https://doi.org/10.3991/ijet.v13i06.8275
Alizadeh, I. (2012). Challenges of employing e-learning for teaching language: A case of teaching English in Iran. E-Learning and Digital Media, 9(4), 426–438. https://doi.org/10.2304/elea.2012.9.4.426
Amro, H., Maxwell, G. M., & Kupczynski, L. (2013). Faculty perceptions of student performance in the online classroom. E-Learning and Digital Media, 10(3), 294–304. https://doi.org/10.2304/elea.2013.10.3.294
Back, D. A., Behringer, F., Haberstroh, N., Ehlers, J. P., Sostmann, K., & Peters, H. (2016). Learning management system and e-learning tools: An experience of medical students’ usage and expectations. International Journal of Medical Education, 7, 267–273. https://doi.org/10.5116/ijme.57a5.f0f5
Baron, R. (2020). Students’ perceptions on online application in speaking skill. VELES: Voices of English Language Education Society, 4(2), 213–221.
Brown, J. D. (2009). Open-question items in questionnaires. In J. D. Heigham & R. A. D. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction. Palgrave Macmillan UK. https://doi.org/10.1057/9780230239517
Browne, T., Jenkins, M., & Walker, R. (2006). A longitudinal perspective regarding the use of VLEs by higher education institutions in the United Kingdom. Interactive Learning Environments, 14(2), 177–192. https://doi.org/10.1080/10494820600852795
Cavus, N. (2013). Selecting a learning management system (LMS) in developing countries: Instructors’ evaluation. Interactive Learning Environments, 21(5), 419–437. https://doi.org/10.1080/10494820.2011.584321
Chaw, L. Y., & Tang, C. M. (2018). What makes learning management systems effective for learning? Journal of Educational Technology Systems, 47(2), 152–169. https://doi.org/10.1177/0047239518795828
Dash, S. (2019). Google classroom as a learning management system to teach biochemistry in a medical school. Biochemistry and Molecular Biology Education, 47(4), 404–407. https://doi.org/10.1002/bmb.21246
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008
Deiniatur. (2019). The use of e-learning through Google. ELT-Echo, 4(2), 114–121. http://dx.doi.org/10.24235/eltecho.v4i2.5251
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Routledge.
Falvo, D. A., & Johnson, B. F. (2007). The use of the learning management systems in the United States. TechTrends: Linking Research and Practice to Improve Learning, 51(2), 40–45. http://dx.doi.org/10.1007/s11528-007-0025-9
Friedman, D. A. (2012). How to collect and analyze qualitative data. In A. Mackey & S. M. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 180–200). Wiley-Blackwell.
Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 308–313. https://doi.org/10.1093/elt/ccv020
Hussein, M. H., Ow, S. H., Ibrahim, I., & Mahmoud, M. A. (2021). Measuring instructors continued intention to reuse Google Classroom in Iraq: a mixed-method study during COVID-19. Interactive Technology and Smart Education, 18(3), 480–402. https://doi.org/10.1108/ITSE-06-2020-0095
Iftakhar, S. (2016). Google Classroom: What works and how? Journal of Education and Social Science, 3, 12–18. https://www.jesoc.com/wp-content/uploads/2016/03/KC3_35.pdf
Jumadi, J., Perdana, R., Hariadi, M. H., Warsono, W., & Wahyudi, A. (2021). The impact of collaborative model assisted by Google Classroom to improve students’ creative thinking skills. International Journal of Evaluation and Research in Education, 10(2), 396–403. https://doi.org/10.11591/ijere.v10i2.20987
Kopeyev, Z., Mubarakov, A., Kultan, J., Aimicheva, G., & Tuyakov, Y. (2020). Using a personalized learning style and Google Classroom technology to bridge the knowledge gap on computer science. International Journal of Emerging Technologies in Learning (IJET), 15(02), 218. https://doi.org/10.3991/ijet.v15i02.11602
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Milthorpe, N., Clarke, R., Fletcher, L., Moore, R., & Stark, H. (2018). Blended English: Technology-enhanced teaching and learning in English literary studies. Arts and Humanities in Higher Education, 17(3), 345–365. https://doi.org/10.1177/1474022217722140
Nugroho, A., Haghegh, M., & Triana, Y. (2021). Emerency remote teaching amidst global pandemic: Voices of Indonesian EFL teachers. VELES: Voices of English Language Education Society, 5(1), 66–80. https://doi.org/10.29408/veles.v5i1.3258
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press
Sa’dyah, H., & Nabhan, S. (2021). Collaborative writing using google docs in an EFL classroom: Voices from high school students. VELES: Voices of English Language Education Society, 5(2), 156–166.
Sheelavant, S. (2020). Google classroom - An effective tool for online teaching and learning in this COVID era. Indian Journal of Forensic Medicine and Toxicology, 14(4). https://doi.org/10.37506/ijfmt.v14i4.11527
Sujannah, W. D., Cahyono, B. Y., & Astuti, U. P. (2020). Effect of blended learning using Google Classroom on writing ability of EFL students across autonomy levels. Teaching English with Technology, 20(2), 82–97. https://eric.ed.gov/?id=EJ1253138
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
Unwin, T., Kleessen, B., Hollow, D., Williams, J. B., Oloo, L. M., Alwala, J., Mutimucuio, I., Eduardo, F., & Muianga, X. (2010). Digital learning management systems in Africa: Myths and realities. Open Learning, 25(1), 5–23. https://doi.org/10.1080/02680510903482033
Ventayen, R. J. M., Estira, K. L., De Guzman, M. J., Cabaluna, C. M., & Espinosa, N. N. (2018). Usability evaluation of Google Classroom: Basis for the adaptation of GSuite e-learning platform. Asia Pacific Journal of Education, Arts and Sciences, 5(1), 47–51.
World Health Organization. (February 11, 2021). Coronavirus disease (COVID-19) advice for the public. https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public
Downloads
Additional Files
Published
How to Cite
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.
