Abstract:

The English language plays a relevant role today, enhancing communication between different communities. There is a need for a greater awareness of the role of languages in societies, especially English as a language of international communication, due to its expansion in the world and its link to globalization (Silva, 2019). It is increasingly more important to know how to communicate and defend ideas in English, considering the competitiveness level which is intrinsic to the global economy. Thus, the power of argumentation, the persuasion/negotiation skills and the linguistic ability are more and more valued. The increasing use of the English language, as a common language, requires the improvement of oral and written communication skills (Crystal, 2011). Mastering these skills is essential to establish connections with the external global market. However, difficulties in communicating in English, both oral and written, are a reality in Portuguese high school education. Sawir (2005) states that students show great difficulty in both organizing their ideas and expressing them orally and in writing. It seriously conditions the development of communicative skills, so the use of technologies should be exploited in active methodologies. The use of collaborative digital tools, in a technologically friendly environment for students, allows the discussion of ideas and mutual help in the construction of knowledge, the production of information and the implementation of habits and methodologies that will be essential in future life (Brodahl et al, 2011).This study aims to share the results of the use of a digital tool, to support the methodology of collaborative writing in the subject of English. We have chosen the qualitative research approach based on content analysis, supported by the analysis of the statements produced, the observations made, and the surveys answered by the students. From the analysis we have observed that students showed interest and commitment to the tasks carried out, recognising the educational potential of using the digital tool for creative writing in English. Students worked collaboratively and showed involvement and motivation. As for the statements produced, they presented original ideas, well-structured and linguistically correct arguments, in line with the subject content. This study suggests that it is also possible to conclude that the collaborative methodology and the use of Google Docs provided a better interaction and communication during the activity, making the learning process more student-centred, dynamic and, consequently, more appealing and motivating.

References:
[1] Brodahl, C., Hadjerrouit, S., Kristian Hansen, Nils. (2011). Collaborative Writing with Web 2.0 Technologies: Education Students’ Perceptions. Journal of Information Technology Education: Volume 10 University of Agder, Kristiansand, Norway.
[2] Crystal, D. (2003) English as a Global Language. Cambridge University Press. Cambridge. http://assets.cambridge.org/97805218/23470/frontmatter/9780521823470_frontmatter.pdf.
[3] Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567-580. http://iej.cjb.net
[4] Silva, F. 2019. O ensino de língua inglesa sob uma perspectiva intercultural: caminhos e desafios. Trabalhos em Linguística Aplicada, Campinas, SP, 58(1), p. 158–176.

Keywords:

Collaborative Work, Creative Writing, Digital Tool, English.