Abstract

The current demand for integrating technology into English language instruction to engage students in meaningful conversations is pressing in the digital era. Despite this, research on employing Google tools for collaborative, task-based activities in English education is scarce, particularly in meeting the needs of today's digital learners and boosting their motivation. This study aims to bridge this research gap by evaluating the impact of using task-based Google's collaborative tools on creating a cooperative learning environment and increasing students’ engagement and motivation in English classes. Over one academic year, data were collected from 65 Saudi university students with varying levels of English proficiency using approximately 45 task-based activities administered using different Google tools. According to questionnaire results, motivation was a significant predictor of students' initiative and enjoyment in using these collaborative tools. The study confirms that students appreciate these Google tools and associates their use with increased motivation to learn English. These findings suggest that educators should align their teaching with the preferences of the digital generation by incorporating tools like Google Forms with preemptive feedback, Google Slides, and Google Docs to foster meaningful English learning. This approach can narrow the divide between traditional teaching methods and the preferred learning styles of digital learners. This study was conducted prior to the surge in Artificial Intelligence (AI) tools; the study also points out that the rise of AI has expedited the creation of task-based activities, warranting further consideration in educational practices.

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