Integrating Content and Language to Teach ESP Writing Online with the Assistance of Google Docs

• Published in: Journal of languages and language teaching (Online) Vol. 11; no. 1; p. 14
• Main Author: Susilawati, Susilawati
• Format: Journal Article
• Language: English
• Published: 20.01.2023
• ISSN: 2338-0810; 2621-1378
• DOI: 10.33394/jollt.v11i1.6617

The present study aims to portray how to teach writing in English for Specific Purposes (ESP) classes using remote Content and Language Integrated Learning (CLIL) combined with Google Docs as an online writing tool. The study employed a qualitative case study. 18 students from the Office Administration major at a private Indonesian university in Central Jakarta were involved in the study. Observations and open-ended questionnaires were used to collect the data. The observations were set using non-participant observations, while the open-ended questionnaires were arranged based on the Uses and Gratification Expectancy (UGE) model. The findings revealed that all CLIL elements are applied to teach ESP writing in a full online learning setting; all 4Cs (communication, culture, content, and cognition) are detected during the learning either before or during the writing via Google Docs. Pertaining to the use of Google Docs, based on the cognitive, affective, personal, and perceived e-learning views of the UGE, most students give positive views after using it in their writing classes. In short, CLIL and Google Docs make a good collaboration in teaching ESP writing and are recommended to apply in all modes of learning: online, offline, blended, and hybrid.