Google slides a powerful tool promotes collaboration skills in group presentations for huflit dfl seniors graduation paper

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (1.41 MB, 51 trang )

HO CHI MINH CITY UNIVERSITY OF
FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY
----  ---DEPARTMENT OF FOREIGN LANGUAGES

GRADUATION PAPER

GOOGLE SLIDES – A POWERFUL TOOL
PROMOTES COLLABORATION SKILLS IN
GROUP PRESENTATIONS FOR HUFLIT
DFL SENIORS
Google Slides - Công Cụ Tăng Cường Kĩ Năng Cộng Tác Của
Sinh Viên Năm Tư Ngành Ngôn Ngữ Anh - Trường Đại Học Ngoại
Ngữ - Tin Học TP.HCM Trong Những Bài Thuyết Trình Nhóm

Advisor
Student
Student ID
Class

: M.A. Tran Ngoc Ha
: Huynh Que Mai
: 15DH710288
: SA1502

Ho Chi Minh City, June 2019

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

TABLE OF CONTENTS

EXAMINER’S ASSESSMENTS ................................................... I
ADVISOR’S ASSESSMENTS..................................................... II
ACKNOWLEDGEMENTS ........................................................ III
ABSTRACT ................................................................................. IV
CHAPTER 1: INTRODUCTION .................................................5
I. Background ................................................................................................. 5
1.1. Industry 4.0 & Education 4.0................................................................ 5
1.2. G-Suite for Education ........................................................................... 6
1.3. Collaboration Skills .............................................................................. 6
II. Scopes ....................................................................................................... 6
III. Objectives ................................................................................................ 7
IV. Organization ............................................................................................. 7

CHAPTER 2: LITERATURE REVIEW......................................8
I. The Four Cs of 21st Century Skills ............................................................. 8
II. Collaboration Skills ................................................................................... 9
III. G-Suite for Education ............................................................................. 12
3.1. What is G-Suite for Education? .......................................................... 12
3.2. Application of G-Suite for Education .................................................. 12
3.3. Google Slides ..................................................................................... 13
3.4. Applying Google Slides into the Classroom ........................................ 14

CHAPTER 3: METHODOLOGY ..............................................16
I. Overview .................................................................................................. 16
II. Subjects ................................................................................................... 16
III. Description of Materials ......................................................................... 17
IV. Procedure of Data Collections ................................................................ 18
HUYNH QUE MAI – 15DH710288

a

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

4.1. Creating Instrument Form .................................................................. 18
4.2. Gaining Students Cooperation ............................................................ 18
4.3. Data Analysis Procedures and Data Processing Analysis .................. 18
V. Summary ................................................................................................. 19

CHAPTER 4: RESULTS & DISCUSSIONS..............................20
I. Personal Information ................................................................................. 20
1.1. Gender of Respondents ....................................................................... 20
1.2. Majors of Respondents ....................................................................... 21
II. Collaboration Skills in Groups ................................................................. 22
2.1. The Effects of Collaboration Skills ..................................................... 22
2.2. Challenges in Group Work ................................................................. 24
2.3. Problems of Preparing Presentation Slides in Groups........................ 25
III. Group Presentation Skills ....................................................................... 26
3.1. The Attitudes of Audiences towards Group Presentations................... 26
3.2. Ways to Handle Audiences’ Questions While Presenting .................... 27
3.3. Ways to Excel Presentation Files........................................................ 28
IV. Usage of G Suite for Education at HUFLIT ........................................... 29
4.1. The Usage of Google and Microsoft Account ..................................... 29
4.2. The Usage of Google Slides Among DFL Seniors ............................... 30
4.3. The Advantages of Using Google Slides for Collaboration ................. 31
4.4. The Disadvantages of Using Google Slides for Collabaration ............ 33

CHAPTER 5: CONCLUSION ....................................................35
I. Conclusions .............................................................................................. 35

II. Limitations .............................................................................................. 36
III. Recommendations .................................................................................. 38
1. Choose a suitable and interesting topic ................................................. 38
2. Define the roles of each member in groups ............................................ 38
HUYNH QUE MAI – 15DH710288

b

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

3. Work Together in Real Time .................................................................. 39
4. Use Audience Tools in Google Slides to Reach Your Goals ................... 39

APPENDIX ...................................................................................42
REFERENCES .............................................................................46

HUYNH QUE MAI – 15DH710288

c

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

EXAMINER’S ASSESSMENTS
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................

.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................

.....................................................................................................................................................

HUYNH QUE MAI – 15DH710288

i

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

ADVISOR’S ASSESSMENTS
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................
.....................................................................................................................................................

Secondly, I would like to send my deeply heartfelt thanks to Ms. Tran
Ngoc Ha – my advisor for her contribution through suggesting the topic,
reading, commenting on all chapters and for her enthusiastic supports in
sending questionnaires and preparing the presentation.
Next, I really want to say thanks to all friends and ex-graduates at
Hochiminh City University of Foreign Languages and Information Technology
(HUFLIT) who gave me supportive participation in my questionnaires.
Then, I would like to show my sincere thanks to my family and my close
friends for their encouragement during the time I carried on my paper.
Finally, to all these people, I would like to show my great gratitude.

HUYNH QUE MAI – 15DH710288

iii

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

ABSTRACT
With the advance of technology in the 4.0 era, every sector has gradually
adopted advanced machines, software, and techniques to improve labor
productivity. Education is no exception. Learning and teaching activities need
to be combined with modern technology tools such as Google, Email,
YouTube, Edmodo, etc. In order for the quality of graduates to meet the
requirements of the international economic integration, students need to
improve the 4Cs skills of the 21st century. In the short term, students should
take advantage of the G-Suite for Education tools in exercises and group
presentations in the colleges and universities. That not only promotes
collaboration skills but also increases the skills of technology applications.

Because of this importance, this study desires to recognize the attitude of
seniors towards team collaboration and how Google Slides promotes these
skills for DFL fourth-year students at HUFLIT. The questionnaire is done on
more than 130 participants but as a results, nearly 90% of them use Google
account. The number of students who have ever used Google Slides for oral
presentation takes up at about 75% in total. Furthermore, they admit that
automatically saving changes and easily commenting / collaborating with other
members are the best functions of Google Slides in group presentations.

HUYNH QUE MAI – 15DH710288

iv

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

CHAPTER 1: INTRODUCTION
I. Background
1.1. Industry 4.0 & Education 4.0
As seen in figure 1, the first
industrial revolution took place from the
18th century. The history recorded that
there are four industrial revolutions until
now. At present, science and technology
developing

rapidly

creates

a

new

scientific and technological revolution,
promoting human society into a new era - the

Figure 1: Industrial Revolution
(studymalaysia.com)

Fourth Industrial Revolution (Industry 4.0). According to Google Trends
statistics, one of the most searched keywords is 4.0 - the 4th industrial
revolution. The Industry 4.0 will have a direct impact on the labor force in the
next few years - the students who are studying today. That we will win and
master robots, or fail and be eliminated by them depends on preparations from
now on.
According to educational experts, there will be no one interested in
diplomas, origin or relationships in Education 4.0 age. Education 4.0 is a smart
education model which mainly linked between school factors - managers –
entrepreneurs. It facilitates innovation, creativity and labor productivity. Not
only does this model promote the start-up spirit of students but it also facilitates
cooperation between higher education and industrial production. Moreover,
Education 4.0 helps teaching and learning activities to take place at all times
and everywhere, helping learners to be personalized and completely decide
their goals.

HUYNH QUE MAI – 15DH710288

5

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

1.2. G-Suite for Education
Industry 4.0 and education 4.0
(figure 2) ‘lays out’ online education
tools like G-Suite for Education which
promotes collaborative learning and
distance team work. All activities to
complete assignments are almost done
through Google tools like G-mail,
Google Drive, Google Docs, Google
Classroom, Google Slides, and so on.

Figure 2: Education 4.0
(linkedin.com)

1.3. Collaboration Skills
Collaboration – one of the 4Cs skills in the 21st century supports to
evolve their communication, creativity and critical thinking skills.
Furthermore, the opportunity to work with and learn from their peers will
increase. However, many students find teamwork challenging and difficult. For
this reason, it is significant to explain what the benefits of collaboration are,
what learning outcomes will be achieved through a group assignment, and how
these will help students both in their educations and subsequent professions.

II. Scopes
Many previous studies have presented separately good features of

collaboration skills and G-Suite for Education in the era of Education 4.0.
Nevertheless, there is no attention to the mutual supports between G-Suite for
Education tools and collaboration skills in group presentations. Therefore, this
study focuses on Google Slides – a G-Suite for Education tool promotes

HUYNH QUE MAI – 15DH710288

6

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

collaboration skills of DFL seniors at HUFLIT. The spirit of this paper is based
on two following research questions:
1. What are HUFLIT DFL seniors’ attitude towards Google Slides?
2. How can Google Slides promote collaboration skills for HUFLIT DFL
fourth-year students in group presentations?

III. Objectives
The purposes of this research paper is to discover Google Slides
enhances features that stimulate collaboration. The further goal is to know the
number of DFL fourth-year students who have ever used Google Slides.
Moreover, the paper wants to clarify how students have applied this G-Suite
for Education tool in collaborating in groups.

IV. Organization
This paper starts the first chapter with a general background about the
topic. Next, the second chapter refers to literature review for the 4Cs skills, Gsuite, etc. Thirdly, this paper tells the method of how to conduct a research.
Then, the fourth part displays the result from the questionnaires by charts (pie

charts, bar charts), graphs and some comments and discussions. Finally, the
chapter gives a conclusion in order to encourage HUFLIT DFL seniors to apply
Google Slides into their online group performance.

HUYNH QUE MAI – 15DH710288

7

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

CHAPTER 2: LITERATURE REVIEW
In the era of technological development, G-Suite for Education is
gradually becoming an effective tool to support to universities and colleges in
the world in general and in Vietnam in particular. In certain, Google Slides is
the “assistant” for most of the students’ presentations, and at the same time, the
students are required to meet ‘4Cs skills’ of the 21st century, especially
collaboration skills. There are a lot of specific studies on G-Suite for Education
applications and 4Cs, but the number of research papers on dialectic
relationships between them is quite infrequent. Therefore, in order to have a
certain depth research, this paper is selected from research papers, books,
studies and journals. They are related to both terms above to prove Google
Slides promoting collaborative skills of DFL senior students at HUFLIT.

I. The Four Cs of 21st Century Skills
In addition to the skills learned at school, employers expect ‘future
workers’ to update and nurture the 4 Cs - “super skills” for the 21st Century
includes

of

Communication,

Creativity,
Critical

Thinking and Collaboration
(figure 3). These 21st century
skills need to be infused in
the Common Core Standards
which are the end goals of the
Career and College Ready
Standards (SBAC, 2015) as
cited in (Kivunja, 2015, p.
225).

Figure 3: The 4Cs of 21st Century Skills
(sjbschoolnewburgh.com)

HUYNH QUE MAI – 15DH710288

8

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

In a pedagogical environment, the 4Cs strategy needs to be widely and
thoroughly applied to the schools’ curriculum, facilities, and thinking both

teachers and learners. The purpose of this strategy is to promote the ability to
think analytically, critically and creatively of individuals (American
Management Association, 2011; Kelly Services, 2011 & ManpowerGroup,
2011) as cited in (Levin-Goldberg, 2012).
However, one of the researchers states the view that the 4Cs should be
considered both educational standards and living standards. Gerald (2015) as
cited in Kivunja (2015, p. 226) agrees that the 4Cs is a hinge of education that
guides children in choosing universities, jobs and especially progressive social
lifestyles.
Not only educational researchers are interested in developing the skills
and knowledge for students, but in the past 3 years, American education has
also set a long-term mission and strategic vision on this issue. Kivunja (2015,
p. 225) collects out-standing declarations of the Partnership for 21st Century
Skills that American educational mission is to remain current skills paralleled
to 3Rs (Reading, wRiting and aRithemetic) and 4Cs for all permanent residents,
labors, and heads. The 4Cs is basic foundation which U.S.A under and post
graduates need to positively prepare to meet comparative workforce in their
country and all over the world in general. Furthermore, the target of courses is
beyond excellent levels, but educators must facsimile the outside environments
into lessons.

II. Collaboration Skills
From the 4Cs concept, everyone thinks that collaboration skills are
essential at working as well as studying. Each researcher has his/her own
opinions and definitions. After all, the ability to cooperate is directed towards

HUYNH QUE MAI – 15DH710288

9

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

teamwork capacity. According to Kift, Israel, and Field (2010), cooperative
skill is teamwork skill. That means co-operation and communication with other
partners. Therefore, cooperation is important when working and cooperating in
teams.
Besides the definitions
and assumptions, there are new
phrases

that

appear

when

cooperative activities take place.
In the early years of the twentyfirst century, Cartwright (2017,
pp. 33-34) supposes that “team”
and “group” are nearly the same.
The word “team” was used in the
field of sports in the past, but
today it has been included in the
workplace or in schools (figure

Figure 4: HUFLIT Students are giving a
presentation in groups of five

4). The term “team think” refers
to everyone deals with received tasks. In the article, the author supposed the
differences and similarities between “team” and “group” so that the study leads
to more in-depth research in groups or in community partnerships.
Compared to Cartwright (2017), the study of Roberts (2004) has made a
closer assumption in the academic environment. Collaboration is not only an
interaction between students and students, but also an exchange of information
between teachers and students. Moreover, this partnership is also possible
regardless of whether it is in the classroom or at home. The statement of Roberts
(2004) supposes that collaboration in studying is an interaction ‘method’ for
knowledgeable acquisition. This occurs within internal and external class

HUYNH QUE MAI – 15DH710288

10

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

groups. There are a variety of standard features suggested as sharing experience
and assignments between students and teachers in a properly manner, sharing
the participation chances with all members, and converting lecturer roles into
mediators.
Associated to the above two articles, Covili (2016) also mentioned the
completion of a group presentation by collaborating online. This is one of the
most widely applied methods in schools because to educators, its benefits bring
great magic. Covili (2016) takes notes some important requests for 21st century
cyber-associate learning. A successful project is included not only visible
results - a completed presentation but it also raises responsibility, flexibility,

and respect of each member in a team for a common target.
Laal and Ghodsi (2012) points out the good things that cooperative skills
bring not only from an educational side but also from a social outlook. It is
believed that learning in groups will push working process, individual
responsibilities and possibility for achievements in general. In particular, those
advantages are sorted to four main groups of academy, society, psychological,
and assessment aspects. In studying purposes, collaborative learning works for
logically brainstorm skills and students involve in order to lead the expected
results. Besides that, learners not only have open-minded viewpoints in
community but also improve self-managements. All of them are solved by a
principle of collaborative learning in four Cs skills of current decades.
Collaboration in 4Cs is shown out as a way to interact and live in present time.
To compete tasks by working in teams, the members have to show their
contributions, appreciations of partners’ efforts and definitely satisfactions for
final results during cooperative duration. In any case, the efficient teamworking base depends on the attitudes with assessments even more with
collaborators.

HUYNH QUE MAI – 15DH710288

11

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

Although work efficiency is based on the attitude and positiveness of
participants in the group according to Laal and Ghodsi (2012), the division of
labor in a group is also one of the factors causing “headache” for leaders.
Depending on the level and ability of each member, the amount of work and
efficiency will also be altered. However, sometimes in some cases or specific

tasks, men will take on these tasks and the female will take over other jobs.
Belbin (2012, p. 5) also has more specific comments about gender in
collaboration. In the collective work, there are always two sexes for men and
women, so the roles and responsibilities of each party are different. Age and
gender provide a mean to divide roles. Since then, problems will be solved
when reconciling two genders with the same goal.

III. G-Suite for Education
3.1. What is G-Suite for Education?
Hocutt and Brown (2014, p. 162) introduces that Google Apps for
Education (GAFE) or G-Suite for Education is a free cloud-based Google Apps
for teaching and learning purposes. Google provides these communication and
collaboration apps include Gmail, Google Slides, Google Docs, Google Forms,
etc. to schools and educational institutions for FREE. Instead of referring to GSuite for Education functions like Hocutt and Brown (2014), Covili (2016)
mentions the use of electronic tools for task accomplishment. They allow users
enable schools to distance areas, for example; assessors are able to review
documentation at any stage of plan with the same versions.

3.2. Application of G-Suite for Education
The following studies have deeply explored about the United States - one
of the countries with the best education and the most modern technology in the

HUYNH QUE MAI – 15DH710288

12

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

world and since then the author has drawn some advice for the ‘young’ staff.
In order to avoid unemployment and to provide the dominant job demand in
the labor market, students need to grasp the trend - using G-Suite tools for
studying to hone their teamwork skills and communication skills as soon as
possible (Levin-Goldberg, 2012).
In place of constantly giving advice or benefits of G-Suite for Education
application, the following paper identifies the direction to achieve the best
performance in G-Suite application. Therefore, it is time to embrace the
promptness of technology and skills of the 21st century. The need to do is the
application of information technology in teaching. Utilizing the Internet and
online software is the first step in the innovation of learning methods. Every
education is gradually turning itself into a science-learning and working phase,
highly interactive (American Management Association, 2011; Kelly Services,
2011 & ManpowerGroup, 2011) as cited in Levin-Goldberg (2012). This is one
of many studies related to the relationship between 4Cs and the application of
technology G-Suite for Education tools.

3.3. Google Slides
First of all, to know good points of Google Slides, we need to understand
its features in the G-Suite tools. As you know, Google has released the Slides
tool similar to Microsoft PowerPoint. One of the bad comments is usually about
the same and simple patterns / templates that make users boring. However, to
fix this small problem, you just need to create more images and create the
background for the slides and change the font accordingly. Although, Google
Slides has some limitations, the biggest advantage PowerPoint cannot compare
with is that you can access from any electronic devices, easily share and

HUYNH QUE MAI – 15DH710288

13

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

collaborate on the presentations without fixed schedule. This power is not only
exploited for education but also for business, finance, etc. (Dutton, 2016, p. 19).
As a tool user, an author of a top blog shares her interest in Google Slides
hyperlinks which play an indisputably important role in her job. Slideshows are
built to note main points of long stories or presentations, so readers can
consume the contents without looking through all unnecessary things.
Moreover, the presenters can add links to other slides or to Internet resources
for detail demonstrations. This function lets her avoid interruption in her
presentations which were her time-consuming barriers.

3.4. Applying Google Slides into the Classroom
In the late 1990s, Klemm (1997) realized that almost every educator
takes advantage of the convenience of e-mail and online learning software to
apply to the classroom teaching process. The most mentioned reasons are that
students feel confused when doing group work on the spot and the results of
assigned assignments do not show their full potential. Therefore, the article
synthesizes the main benefits of remote learning form by computer. Slow
thinking students have more time and resources to complete the job. Since then,
the confident and potential talents will be strengthened and promoted. Notably,
when working face-to-face, it will cause much controversy to harm the
relationship of friends. Students and teachers work more effectively because
they are proactive about timeline and progress of work. Each student's
dedication represents exploration and creativity (Klemm, 1997).
If placed on the scale of conventional technology (Klemm, 1997) and
modern technology (Covili, 2016), the previous educative things have to be

upgraded to meet the collaborative requirements so that learners can adapt to
the competitive current labor market on a global scale. Google creates an ideal

HUYNH QUE MAI – 15DH710288

14

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

environment – G-Suite for Education applications such as Google Slides for
working connections. Each student even lecturers can input their own contents
for group presentations simultaneously for free, however; that per student
making a part of their group presentation with PowerPoint is still happening in
many colleges. That is a fact demonstrated in Covili (2016).
Through articles, books, as well as research papers available, the
concepts and benefits of ‘4Cs skills’, ‘collaboration skills’ or ‘G-Suite for
Education applications’ have been clarified. The above studies, each one has
the pros and cons. Consequently, after the process of sourcing and synthesizing,
we can see that they are an important premise / hypothesis to bring about the
results of research on promotion of Google Slides to collaborative skills of DFL
senior students at HUFLIT.

HUYNH QUE MAI – 15DH710288

15

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for

HUFLIT DFL Seniors

CHAPTER 3: METHODOLOGY
This third chapter exposes the general description of study process and
questionnaires have been conducted. It is included of four sub-divisions like
Overview, Subjects, Description of Materials, and Procedure. As for each
specific part, various detailed points have been shown as well.

I. Overview
Collaborative learning has been becoming one of the necessary factors
for students, especially seniors. In the reality of applying Google Slides for
group presentations in many developed and developing educations, this paper
finds out whether Google Slides also promotes collaboration skills about group
presentations of DFL fourth-year students at HUFLIT.

II. Subjects
DFL seniors were selected as subject research because of three main
reasons. The first reason is given that almost HUFLIT DFL last-year students
took lessons about G- Suite for Education through Computer Assisted
Language Teaching subject and some information technology subjects in their
previous semesters. In these courses, a number of exercises related to Google
Slides are assigned to groups of students so that they have an overview at
education 4.0 application. Secondly, the social requirements need freshgraduates to have not only knowledge but collaboration skills with partners as
well. Hence, employers have mentioned “team-work” for professional and
dynamic working environments in many job descriptions. The final reason
combines academic conditions and conveniences. The research questionnaire
is designed appropriately for their awareness and social background so the
collected answers are ensured approximately about reality.

HUYNH QUE MAI – 15DH710288

16

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

III. Description of Materials
In this research, the author uses an online questionnaire as a research
instrument because it not only provides concise, brief and clear questions but
also helps the author make statistics quickly and accurately. Moreover, the
questions and options in questionnaire are not bilingual because all of the
questions are designed as multiple choices with simple words and clear
meaning. The purposes of this technique are to avoid wasting time of answerers
and to efficiently express the ideas to the readers. There are more than 130
respondents who give their own opinions to the survey. The questionnaire
consists of ten main questions and two personal information questions. To two
questions in the background information, they are adapted from Belbin (2012)
for the gender and by major classification of HUFLIT DFL during the 20152019 academic year.
In the first, second and third questions, the nominated answers were
selected from the research of Laal and Ghodsi (2012) and Covili (2016). In
questions 4 and 6, the author has consulted, observed and summarized the
opinions of the same subject with the research to have the most objective
observation. Next, in question 5, the answer set is a combination of skills that
the author has known before plus the conversion of ideas from Hertz, Kerkhof,
and van Woerkum (2016). Both questions 7 and 8 are closed questions format
question to focus on the topic of the research so the author does not adapt from
any reference sources. Finally, in questions 9 and 10, Klemm (1997) and Dutton
(2016) are the two main facts sources to create choices about benefits and
limitations of Google Slides.

To the format of ten core questions, most of the answers are noun phrases
and gerund. There are mutiple choices in front of options for only one choice
in the first parts – Personal Information, Questions 4, 5, 6, 7, 8 in the second

HUYNH QUE MAI – 15DH710288

17

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

part. Interleaved with sentences with only one answer are the questions that the
survey respondents are allowed to choose 2 or more answers in order to
compare the factors together in the results.

IV. Procedure of Data Collections
4.1. Creating Instrument Form
After reading and sequencing the questions logically, the questionnaires
are created with Google Forms and also saved as Google Docs – two of the
most popular G-Suite for Education tools. The purpose of using Google Forms
is to create colored questionnaires format, send links by the Internet, respond
to different types and export these responses as Google Slides, Excel, PDF, etc.

4.2. Gaining Students Cooperation
The author had all the participants who were voluntary about 5 minutes
to complete the questionnaires by sending link to their messenger account and
e-mail. Moreover, the author's supervisor also has enthusiastically supported
during the survey process. She used her flipped classes on Google Classroom
to send messages with attached link of the survey to EFL seniors.

4.3. Data Analysis Procedures and Data Processing Analysis
This research remains background information (major and gender) and
ten questions. In the first and ninth question, there are eight options; in the
second to sixth questions, there are four options; there are five options in the
tenth question. Once the data / figures is available, the author statistics the
number by summarizing and selecting the acceptable survey from Google
Forms and putting it into the Excel statistics. Finally, all metrics will be
converted to bar charts and pie charts.

HUYNH QUE MAI – 15DH710288

18

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

V. Summary
The paper has had research questions to guide the path for the author.
The instrument used is questionnaire which is suitable to the participants of this
research. The author completes the survey with three procedures. The result of
this survey will be shown by column charts, and pie charts and specific graphs
in the next chapter.

HUYNH QUE MAI – 15DH710288

19

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

CHAPTER 4: RESULTS & DISCUSSIONS
This chapter presents the results of the survey created from Google
Forms - one of the tools of G-Suite for Education. The questionnaire form is
sent separately to DFL final-year students of through Google Classroom and
Facebook post. The number of questionnaires summited was equivalent to onefourth that of DFL seniors who are major in English. The analysis below is
information that has been compiled and presented with graphs (bar and pie
charts). The charts are all obtained with the explanations in order to meet the
purposes of the study. Finally, the author gives a general comment and
concludes with the results of the research.

I. Personal Information
1.1. Gender of Respondents

Male
19%

Female
81%

Figure 5: Gender of Respondent - DFL Senior Students at HUFLIT

The gender factor presented in this study is not a determinant of the
overall outcome, but it will be a factor that shows similarities and differences
in the viewpoints of group work between male and female. Figure 5 displays
HUYNH QUE MAI – 15DH710288

20

Google Slides – A Powerful Tool Promotes Collaboration Skills in Group Presentations for
HUFLIT DFL Seniors

that the sex ratio of respondents is much dissimilar. Firstly, there are more
female students in the DFL. Secondly, it is possible for female students to
access and spend their time doing surveys rather than male students. The
percentage of female students surveyed makes up approximately 81% in total
and vice versa. Whereas, the percentage of male students answering the
questionnaires accounts for only 19%. This means the survey results will favor
women’s opinions.
To prove this result, another author has a statement in his research.
Belbin (2012) recognizes a principle is gender. Men and women in most
cultures characteristically do dissimilar jobs. Age and gender have offered a
means of separating shares, so bringing together complementary work
activities. Besides, there is also an interesting study that shows that women are
more likely to make presentations at work than men. This can be proved by
“21% said they did so regularly, and 20% said they were asked to on rare
occasions. Around 3% fewer males did so either regularly or rarely.” ("Survey:
Creating Presentations at Work," 2019)

1.2. Majors of Respondents

22.7%
33.3%

Translation and
Interpretaion
Business

English
English
Pedagogy

43.9%

Figure 6: Three English Majors of DFL Senior Students at HUFLIT
(Academic Year 2015-2019)

HUYNH QUE MAI – 15DH710288

21

Google slides a powerful tool promotes collaboration skills in group presentations for huflit dfl seniors graduation paper

Tài liệu liên quan

Tài liệu bạn tìm kiếm đã sẵn sàng tải về