The present study primarily aims at exploring possibility and utilization of technologies and media into English Writing class in a university at Jeddah, Saudi Arabia. Technologies include: computers, laptops, mobiles etc. while media include Facebook, Twitter, WhatsApp etc. In addition, importance and use of blackboard as education software has been studied. The study is basically based on a survey especially students and teacher's observation and experience. The study is basically of qualitative type. The findings reveal that both learners and instructors exploit technologies, media, platforms and apps in order to learn writing in English. Both teachers and the students bear quite positive attitude regarding utilization and impact of various technologies, media and apps to learn how to write in English. It was also found that technology utilization basically depends on the awareness, skills and teacher's preparedness. It is very important to be appropriately trained in the...

SAGA: Journal of English Language Teaching and Applied Linguistics

It is undeniable that teaching writing needs a lot of media as it can motivate the students in producing good writing. Moreover, nowadays, most of higher education uses technology for having the easier and more efficient in teaching and learning process. Hence, it is undeniable that the teachers should utilize some learning media applications during their teaching. However, the teacher still faces some difficulties in choosing the appropriate learning media for teaching writing which makes the learning process not run well. This article aimed to review some learning media application possibilities that finally can be used as the pedagogical implications for the teachers in choosing the appropriate media used for writing in hybrid classrooms. Furthermore, as a result, the researcher found that Schoology, Padlet, Facebook, Edmodo, and Google Classroom are the appropriate learning media applications that the teachers in the writing classroom can use. It is because those media are easy ...

LangLit, 2018

In this digital era, the development of digital technology in education has provided a great chance for English lecturers to experience online learning. There are many digital technologies that can be applied by the lecturers in teaching English, especially for improving learning, for examples: Memrise, Quizlet, and Padlet. This research was an action research which intended to embed various kinds of digital technologies in teaching to improve students' vocabulary and writing achievement of English Letters Department students at Faculty of Humanities, Universitas Islam Negeri Maulana Malik Ibrahim Malang in the 2017/2018 Academic Year. The data of the research were collected from tests and questionnaire. The result of the research showed that embedding various of digital technologies could improve the students' vocabulary and writing achievement. Furthermore, the students also gave positive responses toward the use of various digital technologies in their vocabulary and writing learning process. Introduction Mastering four language skills, listening, reading, speaking and writing play an important role for students in learning English. From all of the language skills, writing seems to be disliked by most of the students because it is a very complex skill which requires them to have a good ability in expressing their ideas to produce a well-written text. Richard and Renandya (2002, p. 303) claim that writing is the most difficult skill for foreign language learners. The difficulty of writing lies not only in generating and organizing ideas but also in translating the ideas into readable text. Therefore, learning how to write well from the easiest to complex one is very important for the students in order that they can master the targeted language.

Arab World English Journal, 2021

The application of technology in education has become a significant option for a more efficient and interactive approach, particularly in language teaching. However, few studies have investigated the use of technology in the teaching of writing in English language classrooms, especially in the Malaysian context. The present study investigates the teaching of writing practices and technology tools employed by English as a second language teachers when teaching writing skills. Using Technology Acceptance Model as the underpinning theory, this study also examines the effectiveness of the use of technology in the teaching of writing by collecting data from forty secondary school English teachers in Malaysia using a set of questionnaires. The findings indicated that technology is an important tool to improve students’ writing skills, assist teachers as a teaching aid and promote student engagement in the classroom. However, the lack of technical support hinders some teachers from using technology because it takes a lot of time which disrupts the teaching and learning process. Nevertheless, there is no doubt that technology plays an important role in helping teachers to improve students’ writing skills. Significantly, the findings of this study provide evidence to improve the application of technology in language teaching and learning.

2020

Nowadays, digital technologies play significant roles in daily life. In educational context, these technologies help learners to gain more knowledge. However, the learners mainly use mobile devices for non-academic purposes, like play game or open the social media applications rather than use the learning applications. In fact, mobile device is an effective media that can make the learners motivated and more interested in learning English. The further research needs to investigate students’ perception on the usage of mobile applications especially in creative writing skill. The participants of the research are 30 senior high school students consisting of 12 males and 18 females. The data is collected by using close-ended questionnaire. This research classified as case study research using randomized sampling. Descriptive data analysis was conducted. The results indicate that mobile applications generally give some advantages in learning English. The perceived benefits of mobile lear...

Theory and Practice in Language Studies, 2015

Although CALL (computer assisted language learning) has long and distinguished history, it is still in its infancy on some aspects. Since writing is one of the inevitable parts of both academic and daily life, the researchers designed the present study to investigate the effect of technology namely English correcting websites in influencing the accuracy of the writing performance of 60 EFL intermediate students. To come up with an answer to the research questions, participants whose scores were one standard deviation above and below the mean in PET writing part 2 were selected. Then, they were assigned into experimental and control groups. The treatment which was motivating students to consult the English correcting websites as they were writing their writing assignments was given in the experimental group and in the control group; participants received the traditional teacher given feedback. The results showed statistically significant differences in students' performance suggesting experimental group outperformed the control group.The results have interesting implication for methodology, testing, and materials development.

Slide 1: Technology for Teaching Writing. In this part of the course, we explore how technology can help support and shape the teaching of writing. We have asked Carol Chapelle, a Distinguished Professor at Iowa State University, to provide us with insights into the writing and technology connection. Let's listen. Slide 2: In this Lecture. In this lecture we'll talk about the technology-writing connection. And then in the second part we'll meet our writing expert: Elena Cotos. We'll ask Elena why writing is important for students and what teachers should know about writing. We will then ask her for some advice for teachers and finally look at how technology can help in the teaching of writing to English language learners. Slide 3: The Technology-Writing Connection. Many educators in applied linguistics today see a very strong connection between technology and writing. They see their students using technology to put their thoughts into words to have conversations with each other, and with a lot of people throughout the world, through the use of new technologies. Overall, technology provides access to many different ways for students to write. And students seem to really enjoy taking those opportunities to make new friends and establish relationships and just have fun. Teachers can find many resources to help teach writing on the Internet as well. This connection between writing and technology seems to be a very strong one. There are two examples of technology for writing that seem to have really played an important role in everything we're doing in education today. They are word processing software and the second is collaboration software.

several educational circumstances and situation. This research aims to investigate the effectiveness of using Facebook to support Language Teaching especially in writing. This present study aimed to explore whether using Facebook, as the most popular social media in Indonesia, would has the positive effect as a learning tool for English Foreign Languagein English writing class of English Department students. This research usedqualitative study by using questionnaire and interview to explore students' perception about experience in using Facebook.The participants of this study were the English Department students of State Islamic University in the seventh semester. It aimed to examine the use of Facebook in facilitating the teaching and learning and the limitations of using Facebook in teaching and learning. The data was conducted by giving the questionnaire and interview. Of 25 participants, it had found that 28% students always use Facebook everyday, 28% sometimes use Facebook, 20% seldom use Facebook and 24% hardly ever use Facebook. Many English Department students are active in using Facebook. They strongly agree believe in their writing skill to write in Facebook 95%. The findings indicated that many students use Facebook to improve writing skill. This study implicated that the use of Facebook as an alternative tool can be used for teaching and learning to enhance students' interactions and communication outside the classroom. The use of Facebook has given more meaningful learning processs in English as Foreign Language.

DEDiCA Revista de Educação e Humanidades (dreh)

El uso de las Tecnologías de la Información y la Comunicación (TIC) en contextos educativos ha adquirido una importancia vital durante el siglo XXI. Las incontables mejoras que implica la aplicación de estas herramientas han impactado fuertemente en la educación tal y como la conocemos hoy. Los beneficios que proporcionan las plataformas, en combinación con la práctica de las destrezas de escritura, destacan de una manera muy llamativa. Este capítulo en particular se enfoca en el uso de tres conocidas plataformas digitales (‘Storyboardthat’, ‘Telegram’ y ‘Edmodo’) para mejorar las destrezas de producción escrita en estudiantes de Inglés como Lengua Extranjera. Estas propuestas de actividades pretenden ser un punto de partida en la combinación entre plataformas TIC y el desarrollo de las destrezas escritas de estudiantes que, en principio, necesitan de una mayor participación y motivación hacia las tareas de producción escrita. Las actividades también intentan alentar tanto la retroa...

This study was conducted to explore the impact of modern digital literacy tools on students' writing skills. Samples comprised of ninety grade VIII students and two English language teachers from a public school of Karachi. An experimental method was applied to obtain the results of the study in which teacher made tool was used to assess the students' writing skills. The experimental group students were taught through modern digital literacy tools such as you-tube videos and teacher made videos, multimedia, powerpoint presentations, recorded audio clips, online grammar resources and grammar games using computers, laptops, smart phones and tablets while the control group students were taught through traditional lecture method of teaching. The results of post-test confirmed the superior performance of the experimental group students in comparison to the control group students. This study recommends to integrate technology in the teaching learning process and suggests a comparative study between the cambridge and matriculation schools on teaching through digital tools.