Scaffolding Academic Writing Via Google Drive: A Colour Coded And Step-By-Step Instructional Approach

Academic writing remains a challenging task for many English as a Second Language (ESL) learners because it requires effective planning, idea development, organization, revision, and self-regulation. This study investigates learners' perceptions of scaffolding academic writing via Google Drive using colour codes and a step-by-step method, and examines the relationships among these instructional strategies. Anchored in the Cognitive Process Theory of Writing (Flower & Hayes, 1981), the Technology Acceptance Model (Davis, 1989), Dual Coding Theory (Paivio, 1991), and Scaffolding Theory (Wood, Bruner, & Ross, 1976), the study employed a quantitative survey design. A total of 31 respondents participated by completing a 27-item questionnaire comprising four sections: writing process, Google Drive, colour codes, and step-by-step instructions. Descriptive statistics (mean and standard deviation) and Pearson correlation analyses were conducted using SPSS. The findings revealed that respondents demonstrated highly positive perceptions of all four constructs. Learners reported active engagement in the planning, translating, and reviewing stages of writing, while Google Drive was perceived to enhance collaboration, real-time feedback, and learner engagement. Colour-coding improved attention, organization, and reinforcement of writing concepts, whereas the step-by-step approach reduced cognitive overload and strengthened the logical flow of academic writing. Correlation analysis further indicated significant positive relationships among Google Drive, colour codes, and step-by-step instruction, suggesting that these pedagogical strategies complement one another in supporting academic writing development. The study contributes to the growing body of technology-enhanced writing pedagogy by proposing an integrated scaffolding framework that combines digital collaboration, visual support, and structured instructional guidance. The findings offer valuable implications for educators seeking to design engaging, learner-centred academic writing instruction in higher education.

Academic writing, scaffolding, Google Drive, colour codes, step-by-step instruction, collaborative learning.

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