Trends in Google Docs Application for Collaborative Academic Writing: A Bibliometric Analysis of Research Publications
DOI:
https://doi.org/10.36312/xb2dnq65Keywords:
Bibliometric analysis, Google docs, Collaborative writing, Vosviewer application, Scopus indexsAbstract
Using Google Docs for collaborative writing has grown more important in many locations worldwide. Prior studies have demonstrated that classroom collaboration obstacles stem from team members having disparate proficiency levels with the required platform and challenges faced while implementing collective tasks. This study gathered data from the Scopus database to evaluate the scientific outcomes of articles about using Google Docs in collaborative writing. Scopus indexed a collection of data, A total of 173 selected publications have been collected during the inclusion phase, covering the last decade from 2012 to 2024. Starting at 10 publications in 2012, the number fluctuated slightly in the early years, reaching a low point of 5 in 2015. After 2016, the trend consistently increased, with notable growth after 2018. The publications rose sharply from 14 in 2019 to 25 in 2022, followed by a slight dip to 17 in 2023. In 2024, the number rebounded to 24 publications. Data sources in the form of conferences accounted for 29.49% and journal publications with a total of 70.51%. Overall, the data indicates growing research interest and academic engagement with Google Docs in collaborative writing over time, particularly in recent years. The quantitative study findings reveal a substantial rise in study results on using Google Docs in the United States over the last five years. A descriptive Scopus database and bibliometric review were conducted to find publishing patterns related to Google Docs in collaborative academic research. The entire average number of citations that have been published is calculated using Microsoft Excel technology. The trend of research collaboration utilizing Google Docs for collaborative writing is somewhat restricted, and the study subjects are significantly diverse. This study has several limitations, mainly that data were only selected and filtered from the Scopus database, making our analysis reliant purely on the reliability of the provided input source.
Downloads
References
AbuSa’aleek, A. O. (2022). Exploring the Use of Discourse Markers in EFL Students’ Writing through Google Docs. World Journal of English Language, 12(2), 124–133. https://doi.org/10.5430/wjel.v12n2p124
Aguinis, H., Pierce, C. A., Bosco, F. A., Dalton, D. R., & Dalton, C. M. (2011). Debunking myths and urban legends about meta-analysis. Organizational Research Methods, 14(2), 306–331. https://doi.org/10.1177/1094428110375720
Akoto, M. (2021). Collaborative multimodal writing via google docs: Perceptions of french fl learners. Languages, 6(3). https://doi.org/10.3390/languages6030140
Alharbi, M. A. (2020). Exploring the potential of Google Doc in facilitating innovative teaching and learning practices in an EFL writing course. Innovation in Language Learning and Teaching, 14(3), 227–242. https://doi.org/10.1080/17501229.2019.1572157
Ali, A. D. (2021). Using Google Docs to Enhance Students’ Collaborative Translation and Engagement. Journal of Information Technology Education: Research, 20, 503–528. https://doi.org/10.28945/4888
Alqefari, A. N. (2022). Spicing up Undergraduate Collaborative Writing Course through Feedback Dialogues. International Journal of Learning, Teaching and Educational Research, 21(9), 250–273. https://doi.org/10.26803/ijlter.21.9.15
Alwahoub, H. M., Jomaa, N. J., & Azmi, M. N. L. (2022). The impact of synchronous collaborative writing and Google Docs collaborative features on enhancing students’ individual writing performance. Indonesian Journal of Applied Linguistics, 12(1), 113–125. https://doi.org/10.17509/ijal.v12i1.46541
Angraini, L. M., Yolanda, F., & Muhammad, I. (2023). Augmented Reality: The Improvement of Computational Thinking Based on Students’ Initial Mathematical Ability. International Journal of Instruction, 16(3), 1033–1054. https://doi.org/10.29333/iji.2023.16355a
Bocconi, S., Chioccariello, G. A., Dettori, A. F., & Engelhardt, K. (2016). Developing Computational Thinking in Compulsory Education. In Joint Research Centre (JRC) (Issue June). https://doi.org/10.2791/792158
Chen, X., Wang, S., Tang, Y., & Hao, T. (2019). A bibliometric analysis of event detection in social media. Online Information Review, 43(1), 29–52. https://doi.org/10.1108/OIR-03-2018-0068
Cho, H. (2017). Synchronous web-based collaborative writing: Factors mediating interaction among second-language writers. Journal of Second Language Writing, 36(April 2016), 37–51. https://doi.org/10.1016/j.jslw.2017.05.013
Dettori, J. R., Norvell, D. C., & Chapman, J. R. (2022). Fixed-Effect vs Random-Effects Models for Meta-Analysis: 3 Points to Consider. Global Spine Journal, 12(7), 1624–1626. https://doi.org/10.1177/21925682221110527
Funa, A. A., & Prudente, M. S. (2021). Effectiveness of problem-based learning on secondary students’ achievement in science: A meta-analysis. International Journal of Instruction, 14(4), 69–84. https://doi.org/10.29333/iji.2021.1445a
Kazemi, P., Pourdana, N., Khalili, G. F., & Nour, P. (2022). Microgenetic analysis of written languaging attributes on form-focused and content-focused e-collaborative writing tasks in Google Docs. Education and Information Technologies, 27(8), 10681–10704. https://doi.org/10.1007/s10639-022-11039-y
Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: an analysis of empirical research. Computer Assisted Language Learning, 31(8), 882–904. https://doi.org/10.1080/09588221.2018.1465981
Li, Y. (2023). The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners. Frontiers in Psychology, 14(June), 1–15. https://doi.org/10.3389/fpsyg.2023.1165221
Maussumbayev, R., Toleubekova, R., Kaziyev, K., Baibaktina, A., & Bekbauova, A. (2022). Development of research capacity of a future social pedagogue in the face of digital technologies. Education and Information Technologies, 27(5), 6947–6966. https://doi.org/10.1007/s10639-022-10901-3
Neumann, K. L., & Kopcha, T. J. (2019). Using Google Docs for Peer-then-Teacher Review on Middle School Students’ Writing. Computers and Composition, 54, 102524. https://doi.org/10.1016/j.compcom.2019.102524
Nurtayeva, D., Kredina, A., Kireyeva, A., Satybaldin, A., & Ainakul, N. (2024). The role of digital technologies in higher education institutions: The case of Kazakhstan. Problems and Perspectives in Management, 22(1), 562–577. https://doi.org/10.21511/ppm.22(1).2024.45
Olson, J. S., Wang, D., Olson, G. M., & Zhang, J. (2017). How people write together now: Beginning the investigation with advanced undergraduates in a project course. ACM Transactions on Computer-Human Interaction, 24(1). https://doi.org/10.1145/3038919
Özgür Küfi, E. (2023). Activation of Content-Schemata for Scaffolding L2 Writing: Voices from a Turkish Context. Journal of Psycholinguistic Research, 52(6), 2405–2427. https://doi.org/10.1007/s10936-023-10002-3
Pham, H. T. P. (2022). Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing. Computer Assisted Language Learning, 35(9), 2112–2147. https://doi.org/10.1080/09588221.2020.1868530
Phoong, S. Y., Khek, S. L., & Phoong, S. W. (2022). The Bibliometric Analysis on Finite Mixture Model. SAGE Open, 12(2). https://doi.org/10.1177/21582440221101039
Rana, S., & Pragati. (2024). A Bibliometric and Visualization Analysis of Human Capital and Sustainability. Vision, 28(3), 303–312. https://doi.org/10.1177/09722629221105773
Stoudt, S. (2022). Collaborative Writing Workflows in the Data-Driven Classroom: A Conversation Starter. Journal of Statistics and Data Science Education, 30(3), 282–288. https://doi.org/10.1080/26939169.2022.2082602
Suseelan, M., Chew, C. M., & Chin, H. (2022). Research on Mathematics Problem Solving in Elementary Education Conducted from 1969 to 2021: A Bibliometric Review. International Journal of Education in Mathematics, Science and Technology, 10(4), 1003–1029. https://doi.org/10.46328/ijemst.2198
Svenlin, M., & Sørhaug, J. O. (2023). Collaborative Writing in L1 School Contexts: A Scoping Review. Scandinavian Journal of Educational Research, 67(6), 980–996. https://doi.org/10.1080/00313831.2022.2115128
Wahyuningsih, I., Herawati, H., & Prabandari, C. S. (2023). Students’ Perceptions of the Use of Google Docs for Online Collaborative Writing. LLT Journal: Journal on Language and Language Teaching, 26(2), 770–783. https://doi.org/10.24071/llt.v26i2.6142
West, J. A. (2019). Using new literacies theory as a lens for analyzing technology-mediated literacy classrooms. E-Learning and Digital Media, 16(2), 151–173. https://doi.org/10.1177/2042753019828355
Woodrich, M., & Fan, Y. (2017). Google docs as a tool for collaborative writing in the middle school classroom. Journal of Information Technology Education: Research, 16(1), 391–410. https://doi.org/10.28945/3870
Xiao, Y., & Watson, M. (2019). Guidance on Conducting a Systematic Literature Review. Journal of Planning Education and Research, 39(1), 93–112. https://doi.org/10.1177/0739456X17723971
Zhang, Q., Yue, Y., Shi, B., & Yuan, Z. (2019). A Bibliometric Analysis of Cleft Lip and Palate-Related Publication Trends From 2000 to 2017. Cleft Palate-Craniofacial Journal, 56(5), 658–669. https://doi.org/10.1177/1055665618807822
Zioga, C., & Bikos, K. (2020). Collaborative writing using google docs in primary education: Development of argumentative discourse. Turkish Online Journal of Distance Education, 21(1), 133–142. https://doi.org/10.17718/tojde.690372
Zyoud, S. H., Shakhshir, M., Koni, A., Shahwan, M., Jairoun, A. A., & Al-Jabi, S. W. (2023). Olfactory and Gustatory Dysfunction in COVID-19: A Global Bibliometric and Visualized Analysis. Annals of Otology, Rhinology and Laryngology, 132(2), 164–172. https://doi.org/10.1177/00034894221082735
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Edi Sukmojati, Shafira Alifya Rahma, Hoirul Ummah, Rendi Dwi Putra, Muhammad Haikal Attabik
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JOLLS agree to the following terms:
- For all articles published in JOLLS, copyright is retained by the authors. Authors permit the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
