Blending the Process Writing Approach with Google Classroom for Improving Writing Performance and Reducing Writing Apprehension

نوع المستند : المقالة الأصلية

المؤلفون

1 أستاذ المناهج وطرق التدريس اللغة الانجليزية - كلية التربية -جامعة أسوان

2 مدرس المناهج وطرق التدريس اللغة الانجليزية - كلية التربية -جامعة أسوان

3 قسم المناهج وطرق التدريس - كلية التربية - جامعة أسوان

المستخلص

This study explores the impact of integrating the process writing approach with Google Classroom on enhancing writing performance and reducing writing apprehension among first-year English Department students at Aswan University’s Faculty of Education. Using a quasi-experimental design, the research involved 64 students divided into control and experimental groups. The experimental group received instruction through Google Classroom, while the control group followed traditional teaching methods. Pre- and post-tests were administered to assess students' writing performance and apprehension levels. Findings revealed that students in the experimental group demonstrated significant improvements in writing skills and experienced lower levels of writing anxiety compared to their peers in the control group. These results highlight the effectiveness of combining technology with process-based writing instruction to create an engaging and supportive learning environment. The study provides valuable insights for educators and curriculum designers, emphasizing the potential of digital platforms to enhance students’ writing abilities and reduce apprehension. By integrating online tools into writing instruction, educators can foster more interactive, student-centered learning experiences, ultimately improving writing outcomes in EFL contexts.

Key Words: Process Writing Approach, Social Learning Platform, Writing Performance, Writing Apprehension, Google Classroom

الكلمات الرئيسية

الموضوعات الرئيسية

مجلة کلية التربية (أسوان)
المجلد 50، العدد 50
أكتوبر 2025
الصفحة 480-504

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