The impact of synchronous collaborative writing and Google Docs collaborative features on enhancing students’ individual writing performance

Collaborative writing has gained researchers’ attention due to its efficiency in enhancing students’ abilities compared traditional writing. More recently, more emphasis been on computer-based versions of collaborative because the introduction Web 2.0 and other cloud-based tools, such as Google Docs Wikis, especially at tertiary level. However, there is still a dearth research regarding synchronous mainstream K-12 classes. Therefore, this quasi-experimental quantitative study aims investigating impact developing fourth-grade EFL The data were collected from pre-tests post-tests 49 students technology-supportive school Riyadh-Saudi Arabia analyzed using independent samples t-test via SPSS version 23. analysis individual performance pre- post- tests revealed that total mean scores Content, Language use, Organisation measurements have increased both experimental group, after experiencing Docs, control who used pen-and-paper In addition, significant differences existed three tasks (Narrative, Argumentative, Informative) post-test group well between groups, with scoring higher than group. no difference was test it found task type variable plays vital role These findings are for educators implementing classes researchers interested web-based education E-learning.