Improving Formal Writing in Google Classroom through Collaborative Learning

The present research was implemented in a private high school in Guayas province, Ecuador. In this study participated 22 female students from 9th grade. The age of the students ranged from 12 to 13 years old. The level of these students was A1 according to the English First proficiency test that considers reading and listening skills aligned to the CEFR. Action research was applied, and quantitative instruments were used to collect data. A pretest was taken at the beginning of this research to assess writing skills using a rubric and a post-test to compare results. A survey with fifteen items was applied to determine the problems or difficulties of participants; the results of the survey evidence that participants expressed satisfaction with the outcomes developed by this research. Participants indicated positive comments from the survey regarding their perspectives on Collaborative learning in Google Classroom. Participants also found it useful to take part in this innovation because they were aware of the importance of formal letters and business-related subjects. This research is addressed to people in education such as teachers, authorities, and researchers interested in writing, ESL, and collaborative learning.