The Impact of Google Docs and Moodle on Academic Achievement Among Arab-Bedouin Students Learning Hebrew as a Second Language

Abstract

This action research examines the impact of active learning through an online forum on academic achievement in Hebrew as a second language among Arab-Bedouin students, focusing on writing skills, linguistic accuracy, and collaboration. The study explores two case studies: (1) Google Docs, which enhanced student collaboration, real-time feedback, and knowledge retention, and (2) Moodle, which promoted active learning, structured knowledge construction, and digital literacy. Findings suggest that digital tools improve student engagement and writing skills but require structured teacher training. The study recommends integrating online collaborative learning into teacher education programs and establishing support frameworks for effective implementation of educational technologies.