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The integration of technology in higher education institutions has gained increasing popularity over recent years (Jeong, 2016), and recent events surrounding the global COVID-19 pandemic have illustrated Universities willingness to utilise technology to meet pedagogical needs. Teaching and learning in higher education has transformed from the conventional pedagogical approach to embedding technology-enhanced methods into classroom teaching (Echenique, 2014; Jeong, 2016; Said, Lee, & Tan, 2011). Technologies are further enriching teaching and learning experiences in the classrooms through the implementation of mobile electronic devices, introducing the concept of mobile learning or e-learning (Ali, Salleh, & Shahrill, 2015) and immediate staff/student interaction and feedback through software such as Kahoot!
The implementation of internet technology in language classrooms has allowed language tutors and learners to adapt and cater to the different students’ learning needs and motivate students to achieve more. Earlier research by Yamauchi (2009) showed that the integration of internet technologies such as YouTube, Google, Blogger or Google Docs into language classrooms led to an increase in learners’ confidence skills to express themselves more effectively. Through the use of mobile applications, students developed better language skills such as improving vocabulary acquisition and comprehension, written and oral skills, pronunciation and grammar (Yamauchi, 2009). Subsequent work by (Jeong, 2016) found that the use of online learning tools such as Edmodo, Moodle, wikis, or Google Docs improve and strengthen communication skills, collaborations and participation amongst peers. Whilst these previous literatures have highlighted advantages of implementing technological approaches to student learning and collaboration, there is limited work investigating its impact within South East Asia and specifically within Brunei Darussalam.
This study explores the use of Google Docs in an undergraduate degree level module in a higher education institution in Brunei Darussalam. It compares this approach with more conventional face-to-face sessions during collaborative writing, with empathise on student experience, communication and collaboration. With the limited research on the use of Google Docs in Brunei’s higher education settings, the present study set out to answer the following two research questions: