Exploring Three Different Media for Digital Collaborative Narrative Writing Using Google Docs

Abstract

This study investigates how various media, a linguistic mode and two nonlinguistic modes, influence language learners’ meaning-making processes and enhance individual writing performance during computer-mediated collaborative writing tasks using Google Docs. Specifically, it examines whether and how an animated video with sound (linguistic mode), an animated video without sound, and a digitized picture book presenting a series of images (nonlinguistic modes) contribute to improvements in individual narrative writing skills among 90 Korean EFL learners over a 12-week period. Participants’ writing performance was assessed through IELTS-based pre- and posttests rated by three native instructors, while their perceptions and satisfaction, collected via online surveys and interviews, were analyzed using word frequency and sentiment analysis coded in Python. Results indicated that animations with sound yielded the highest satisfaction and significantly enhanced individual writing performance. However, participants expressed greater satisfaction when collaboratively constructing stories using animations without sound. Images also improved individual writing performance, but their satisfaction with collaboration was relatively lower. While peer feedback had limited impact on satisfaction across the three media types, collaboration via Google Docs effectively promoted meaningful interaction, scaffolding, and collaborative learning. Pedagogical implications are provided, along with suggestions for future research into the integration of various media.