The Multi-Course Comparison of the Effectiveness of Two EFL Writing Environments: Google Drive versus Face-to-Face on Iranian EFL Learners’ Writing Performance and Writing Apprehension

Abstract

This study examined the differential effects of the Google Drive integrated writing instruction (blended writing instruction) and face-to-face writing instruction on the writing performance and writing apprehension of EFL learners. The participants of the present study were 84 EFL students chosen out of 107 students based on their IELTS writing test scores. The students were randomly assigned into two groups (Google Drive integrated group/face-to-face group). Then, Writing Apprehension Test (WAT) was administered as a pretest to all students in order to measure their level of writing apprehension. During the treatment, the participants wrote fourteen essays which were assessed by their peers. Finally, another IELTS writing test and Writing Apprehension Test (WAT) were administered to evaluate the students’ writing performance and level of writing apprehension after receiving instruction. The results of an independent sample t-test revealed that the learners of Google Drive integrated group outperformed in writing post-test than those in face-to-face group. Also, the analysis of another independent sample t-test revealed that face-to-face learners had higher level of writing apprehension compared with Google Drive learners.