Speakers
Abstract section 4: Outcomes/results
Attendees will gain a practical understanding of how to build a collaborative course management system using freely available Google tools. Concrete examples of adapted digital and paper-based materials will be shared and made available. The session will demonstrate how the TASDL Google Site can serve as a sustainable resource hub for active students and independent learners beyond the course, but also as an efficient way of communication and sharing between teachers. Presenters will also share practical guidance on managing file permissions, organizing shared drives, and integrating AI tools to supplement instruction in ways that are replicable for other teaching teams.
Abstract section 5: References
Mohebbi, A. (2025). Enabling learner independence and self-regulation in language education using AI tools: A systematic review. Cogent Education, 12(1), 2433814. https://doi.org/10.1080/2331186X.2024.2433814
Pahayahay, A. B. (2025). Enhancing collaboration through Google Workspace: Assessing and strengthening current practices. International Journal of Computing Sciences Research, 9, 3602–3617. https://doi.org/10.48550/arXiv.2505.10598
Suemori, S. (2025). Challenges of University English Teachers in Japan: A Preliminary Study. In B. Lacy, R., P. Lege, & P. Ferguson (Eds.), Moving JALT Into the Future: Opportunity, Diversity, and Excellence. JALT. https://doi.org/10.37546/JALTPCP2024-13
Yeşil, Ş. (2025). Fostering learner autonomy in AI-mediated language learning environments: A review of literature. ELT Research Journal, 14(2), 243–259. https://doi.org/10.71362/eltrj.1817405
Abstract section 3: Content/method
The session opens with an overview of collaborative course design, emphasizing how to keep early adoption realistic and manageable by maintaining a focus on sound pedagogy over technology. Presenters then walk through three practical demonstrations: using Google Classroom, Slides, Sheets, and Docs to organize and share materials; using Google Gems to support independent study habits and lifelong learning; and a guided tour of the TASDL Google Site used to consolidate and distribute all course resources
Abstract section 1: Relevance
As a practice-focused presentation, we focus on classroom application rather than research. However, there is some research on collaboration using Google Workspace apps for language education in Japan. Suemori (2025) highlights how Japanese university teachers rely on collegial collaboration to navigate such institutional constraints as required textbooks, underscoring the value of shared resource-building. Pahayahay (2025) found Google Workspace rated "Very Effective" (mean 4.61) for promoting academic teamwork and collaboration. Yeşil (2025) and Mohebbi (2025) confirm AI tools can meaningfully foster learner autonomy as long as they are embedded within thoughtful pedagogical frameworks rather than deployed as standalone solutions.
Abstract section 2: Contribution/research questions
Teachers often face constraints that limit their flexibility, such as large class sizes or required textbooks, and rarely have structured opportunities to collaborate with colleagues. This presentation shows how one teaching team used Google Workspace to address both challenges, collaboratively designing and sharing materials for a first-year English communication course across different class days. Google Gems provided AI-supported grammar, reading, and independent learning opportunities, while a Google Site enabled ongoing and open post-course student access.
| Title | Google Workspace: Teacher Collaboration & Student Learning |
|---|---|
| Teaching Context | College and university education |