Perceived Efficacy of Google Classroom Usage in Varied English Courses




Google Classroom, efficacy, perception, English course


This study assessed students’ perceptions on efficacy of Google Classroom when it was used as a learning support for big-size classes with a number of students in English courses. The online application as a teaching assistance was implemented to offer students more opportunities to review and get engaged with the course materials and contents in order to increase their practice, performance, motivation, and confidence in learning. The questionnaire survey was distributed to collect feedback from 211 students, and the interview was also conducted to twenty students to get more detail on the use of Google Classroom. The findings revealed that the students had good perceptions on the use of Google Classroom as a tool to support English learning. When factors were analyzed to find out whether they had any impacts on perceptions, it was found that students with prior experience of using Google Classroom had better perceptions than first-time users while male and female students did not differ in their perceptions. The result also showed that the students’ perceptions of Google Classroom efficacy were not significantly different in general English course and English for specific purposes course.

Author Biography

Visara Ekahitanond, Bangkok University International, Bangkok University, Thailand

Assistant Professor




How to Cite

Ekahitanond, V. (2022). Perceived Efficacy of Google Classroom Usage in Varied English Courses. International Journal of Emerging Technologies in Learning (iJET), 17(05), pp. 266–280.