Google Apps for English Language Teaching and Learning: The Classroom and Beyond

Nitika Gulati, Preeti Bhatt


Language teaching and learning can be facilitated through collaborative online platforms that allow users to simultaneously work on a given text in real-time or work independently on it later. These also provide access to the saved version of the work as also the history of its evolution. Various applications developed by Google allow learners multiple communication tools that can be utilized for English language learning. These include Google Forms, Docs, Slides, Jamboard and Blogger, among several others. Google apps are flexible and versatile and can be used effectively for designing activities for language practice and knowledge enhancement. With myriad attractive and useful features, Google apps can be employed for collecting information, drafting and presenting written as well as audiovisual content, creating and sharing drawings and images, and broadcasting posts, all under the domain of Google. While these apps can be used for different academic activities, their features especially support language improvement and editing. Their collaborative feature allows easy feedback and encourages participation, thus making them a perfect tool to enhance learning in a language classroom and beyond. Google apps provide learning opportunities that are social, interactive, and multimodal and encourage diverse learning styles thus proving their efficacy and utility.


Google apps; Forms; Docs; Slides; Jamboard; Blogger; English; Language; Collaboration, Online

Full Text:



Adams, Devon Christopher. “Gaga for Google in the Twenty-First Century Advanced Placement Language Classroom.†The Clearing House, vol. 82, no. 2, 2008, pp. 96–100. JSTOR,

Amer, Aly, and Mohamed El-Okda. “Using Web Quests in Teaching and Learning English.†Language Learning in the Cyber Age: Innovations and Challenges, Sultan Qaboos University, Oman, 19-20 April, 2006.

Baguzina, Elena. Webquests: Fostering Foreign Language Learning in a University Environment. SSRN Scholarly Paper, ID 3552707, Social Science Research Network, 3 Mar. 2020., doi:10.2139/ssrn.3552707.

Berwick, R. Needs assessment in language programming: From theory to practice. In R.K. Johnson (Ed.), The second language curriculum (pp. 48–62). Cambridge University Press, 1987.

Brindley, G. The role of needs analysis in adult ESL programme design. In R.K. Johnson (Ed.), The second language curriculum (pp. 63–77). Cambridge University Press, 1987.

Dagen, Allison Swan, and Aimee Morewood. “Strengthening Early Literacy Through Online Collaboration and Mentoring.†YC Young Children, vol. 71, no. 4, 2016, pp. 20–25. JSTOR,

Dudley-Evans, T., & St. John, M. Developments in ESP: A multi-disciplinary approach. Cambridge University Press, 1998.

Dwiniasih, Dwiniasih, and Arifial Fahla Nugraha. “Enhancing Students' Reading Comprehension Through Jigsaw.†Academic Journal Perspective: Education, Language, and Literature, vol. 7, no. 1, 2019, p. 46., doi:10.33603/perspective.v7i1.1909.

Esnawy, Susan. “EFL/EAP Reading and Research Essay Writing Using Jigsaw.â€Procedia - Social and Behavioral Sciences, vol. 232, 2016, pp. 98–101., doi:10.1016/j.sbspro.2016.10.033.

Hutchinson, T., and Waters, A. English for specific purposes: A learning-centred approach. Cambridge University Press, 1987.

“Jigsaw in 10 Easy Steps.†The Jigsaw Classroom, Social Psychology Network,

Kocoglu, Zeynep. “WebQuests in EFL Reading/Writing Classroom.†Procedia - Social and Behavioral Sciences, vol. 2, Dec. 2010, pp. 3524–27. ResearchGate, doi:10.1016/j.sbspro.2010.03.545.

Munby, J. Communicative syllabus design: A sociolinguistic model for defining the content of purpose-specific language programmes. Cambridge University Press, 1978.

Namaziandost, Ehsan, et al. “Enhancing Pre-Intermediate EFL Learners’ Reading Comprehension through the Use of Jigsaw Technique.†Cogent Arts & Humanities, vol. 7, no. 1, 12 Mar. 2020, doi:10.1080/23311983.2020.1738833.

Nurbianta, Nurbianta, and Hana Dahlia. “The Effectiveness of Jigsaw Method in Improving Students Reading Comprehension.†ETERNAL (English Teaching Journal), vol. 9, no. 1, 2018, doi:10.26877/eternal.v9i1.2416.

“Overview†The Jigsaw Classroom, Social Psychology Network,

Renau Renau, María Luisa, and Marta Pesudo Marco. Analysis of the Implementation of a Webquest for Learning English in a Secondary School in Spain. University of the West Indies,,

Shan, Chen. “Using WebQuests to Facilitate Task-Based English Reading Instruction for Graduate Students.†Chinese Journal of Applied Linguistics, vol. 34, no. 2, Jan. 2011. (Crossref), doi:10.1515/cjal.2011.013.

West, R. “Needs Analysis in Language Teaching.†Language Teaching, vol. 27, no. 1, 1994, pp. 1–19., doi:10.1017/s0261444800007527.

“What is a WebQuest?†, San Diego State University,

View Counter

Abstract - 1143
PDF - 613


  • There are currently no refbacks.

Copyright (c) 2021 Nitika Gulati, Preeti Bhatt

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

                                                       SUPPORT JOURNAL

ISSN: 2454-2296

E-ISSN: 2395-0897