Exploring the effectiveness of digital writing tools on Thai EFL students’ writing

Kusuma Pitukwong; Sasithida Saraiwang

doi:10.30935/cedtech/14808

Kusuma Pitukwong ¹, Sasithida Saraiwang ¹ ^*

More Detail

CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep519

https://doi.org/10.30935/cedtech/14808

Submitted: 04 April 2024, Published Online: 15 July 2024

OPEN ACCESS 1237 Views 664 Downloads

Download Full Text (PDF)

Abstract

Mastering writing in English is crucial for English as a foreign language (EFL) learners; nevertheless, they encounter numerous difficulties, such as idea development, grammar complexities, vocabulary range, or even the pressure from writing anxiety. Consequently, many educators employ digital writing tools to enhance EFL learners’ English writing skills. This study aimed to explore Thai EFL university students’ perceptions of two digital writing tools, Paragraph Punch and ProWritingAid, as well as to investigate students’ writing performance. Participants consisted of 53 undergraduate EFL students enrolled in English education at a university in Thailand. Three research instruments were utilized: a 30-item questionnaire investigating participants’ perceptions of writing problems, a pre- and post-writing test assessing students’ writing development, and a semi-structured interview exploring students’ views on integrating digital writing tools in writing classes. The questionnaire findings emphasized various challenges students encountered in writing, including difficulties with idea development, grammar, and paragraph organization. The research further indicated a significant enhancement in students’ writing abilities after using digital writing tools. Additionally, students perceived that the improvements in their writing proficiency were due to the supportive guidance and real-time feedback provided by these digital writing tools. Nevertheless, there were concerns regarding excessive dependency on digital tools, the need for supplementary teacher feedback, and technological barriers.

Keywords: EFL, digital writing tools, technology integration, Paragraph Punch, ProWritingAid, writing skills

References

Ajabshir, Z. F., & Ebadi, S. (2023). The effects of automatic writing evaluation and teacher-focused feedback on CALF measures and overall quality of L2 writing across different genres. Asian-Pacific Journal of Second and Foreign Language Education, 8, Article 26. https://doi.org/10.1186/s40862-023-00201-9
Alfarhan, I. (2017). English as a global language and the effects on culture and identity. American Research Journal of English and Literature (ARJEL), 2016, 1-6.
Alharbi, M. A., & Alqefari, A. N. (2022). Students’ uptake and perspectives on teacher and peer feedback on written assignments. Learning and Teaching in Higher Education: Gulf Perspectives, 18(2), 107-118. https://doi.org/10.1108/LTHE-02-2021-0015
AlMarwani, M. (2020). Academic writing: Challenges and potential solutions. Arab World English Journal, 6, 114-121. https://doi.org/10.24093/awej/call6.8
Alotabi, A. N., & Alzu’bi, M. (2022). Computer-assisted language learning (CALL): Using Paragraph Punch software in developing EFL paragraph writing skills. Journal of Language and Linguistic Studies, 18(1), 323-332.
Ankawi, A. (2023). Saudi Arabian university students’ perspectives on issues and solutions in academic writing learning. English Language Teaching, 16(8), 1-8. https://doi.org/10.5539/elt.v16n8p1
Ariyanto, M. S. A., Mukminatien, N., & Tresnadewi, S. (2019). Students’ and teacher’s perceptions towards the implementation of ProWritingAid and teacher feedback. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(10), 1353-1363. https://doi.org/10.17977/jptpp.v4i10.12843
Ariyanto, M. S. A., Mukminatien, N., & Tresnadewi, S. (2021). College students’ perceptions of an automated writing evaluation as a supplementary feedback tool in a writing class. Jurnal Ilmu Pendidikan, 27(11), 41-51. https://doi.org/10.17977/um048v27i1p41-51
Baker, S. (2019, April 26). English’s dominance in research publication ‘far from complete’. The Times Higher Education. https://www.timeshighereducation.com/news/englishs-dominance-research-publication-far-complete
Bakri, H. (2023). Rhetorical strategies for teaching essay writing: A case study involving Saudi ESL students. Social Science Research Network, 14(2), 126-137. https://doi.org/10.2139/ssrn.4497526
Bhat, R. A. (2023). The impact of technology integration on student learning outcomes: A comparative study. International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology, 2(9), 592-596. https://doi.org/10.54443/ijset.v2i9.218
Bulqiyah, S., Mahbub, M. A., & Nugraheni, D. A. (2021). Investigating writing difficulties in essay writing: Tertiary students’ perspectives. English Language Teaching Educational Journal, 4(1), 61-73. https://doi.org/10.12928/eltej.v4i1.2371
Ceylan, N. O. (2019). Student perceptions of difficulties in second language writing. Journal of Language and Linguistic Studies, 15(1), 151-157.
Cherfaoui, S., & Kaouli, N. (2019). Enhancing EFL students’ writing skills through the use of Paragraph Punch software. Algerian Scientific Journal Platform, 8(2), 457-475.
Curtis, C. J. (2019). The effects of writing proficiency on cognitive skills development among international students. Journal of Global Education and Research, 3(1), 71-84. https://doi.org/10.5038/2577-509x.3.1.1026
Dahlström, H. (2018). Digital writing tools from the student perspective: Access, affordances, and agency. Education and Information Technologies, 24, 1563-1581. https://doi.org/10.1007/s10639-018-9844-x
Deb, J. (2018). Affective factors in second language writing: Is it a matter of concern? The Morning Watch: Educational and Social Analysis, 46(1-2), 1-11.
Ferris, D. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6-23. https://doi.org/10.1016/j.asw.2013.09.004
Han, Y., Zhao, S., & Ng, L.-L. (2021). How technology tools impact writing performance, lexical complexity, and perceived self-regulated learning strategies in EFL academic writing: A comparative study. Frontiers in Psychology, 12, Article 752793. https://doi.org/10.3389/fpsyg.2021.752793
Handayani, F. (2020). The potential of online writing tools for EFL university students during the COVID-19 pandemic. Journal of English Education, 6(1), 9-18. https://doi.org/10.30606/jee.v6i1.406
Holm, P. (2024). Impact of digital literacy on academic achievement: Evidence from an online anatomy and physiology course. E-Learning and Digital Media. https://doi.org/10.1177/20427530241232489
Hz, B. I. R., Laiya, R. E., Sarumaha, M. S., & Supiyandi. (2023). Navigating English writing proficiency tests in the era of artificial intelligence. Journal of English Education and Teaching, 7(3), 480-498. https://doi.org/10.33369/jeet.7.3.480-498
Iskender, A. (2023). Holy or unholy? Interview with open AI’s ChatGPT. European Journal of Tourism Research, 34, Article 3414. https://doi.org/10.54055/ejtr.v34i.3169
Kang, Y. S., & Pyun, D. O. (2013). Mediation strategies in L2 writing processes: A case study of two Korean language learners. Language, Culture and Curriculum, 26(1), 52-67. https://doi.org/10.1080/07908318.2012.762012
Kurniasih, Mukminatien, N, Arianto, M. A., Sari, R. N., Anggraini, M. P., & Umamah, A. (2022). Affective factors in online writing performance: Do they matter? MEXTESOL Journal, 46(2), 1-9. https://doi.org/10.61871/mj.v46n2-14
Li, J., Link, S., & Hegelheimer, J. (2015). Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of Second Language Writing, 27, 1-18. https://doi.org/10.1016/j.jslw.2014.10.004
Linh, T. T. M., & Ha, N. T. T. (2021). The impacts of technology-based communication on EFL students’ writing. AsiaCALL Online Journal, 12(5), 54-76.
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), Article 2236469. https://doi.org/10.1080/2331186X.2023.2236469
McKee, S. (2016). Using digital writing tools in supporting student writing [Doctoral dissertation, University of Northern Iowa].
Mei-Lin, S. (2009). How computer-mediated communication affects ELL students’ writing processes and writing performance [Doctoral dissertation, University of Oklahoma].
Mohammadzadeh, A., Ahour, T., & Saeidi, M. (2020). A sociocultural perspective on second language writing: The effect of symmetrical versus asymmetrical scaffolding on intermediate EFL learners’ writing accuracy, fluency, and complexity and their attitudes. Education Research International, 20(2), 1-10. https://doi.org/10.1155/2020/5292356
Mohammed, G. M. S. (2021). Mother tongue influence on English writing: A study with EFL learners at the University of Bisha. Asian ESP Journal, 17(3.2), 198-210. https://doi.org/10.13140/RG.2.2.26517.24801
Naghdipour, B. (2021). English writing pedagogy at the crossroads: The case of Oman. Journal of Second Language Writing, 52, Article 100815. https://doi.org/10.1016/j.jslw.2021.100815
Nasution, A., & Fatimah, A. (2018). The use of ProWritingAid in editing students writing. Journal of English Language Teaching, 7(2), 362-368.
Ngo, T. T.-N., Chen, H. H.-J., & Lai, K. K.-W. (2022). The effectiveness of automated writing evaluation in EFL/ESL writing: A three-level meta-analysis. Interactive Learning Environments, 32(2), 727-744. https://doi.org/10.1080/10494820.2022.2096642
Nova, M., & Lukmana, I. (2018). The detected and undetected errors in automated writing evaluation program’s result. In D. Mulyadi, H. D. Santoso, T. D. Wijayatiningsih, D. Hardiyanti, Y. M. Ocktarani, S. Aimah, M. Ifadah, R. Budiastuti, & Y. Nugraheni (Eds.), Proceedings of 2^nd English Language and Literature International Conference: Education 4.0: Trends and Future Perspectives in English Education, Linguistics, Literature, and Translation (pp. 120-126).
Nunes, A., Cordeiro, C., Limpo, T., & Castro, S. L. (2022). Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020. Journal of Computer Assisted Learning, 38, 599-620. https://doi.org/10.1111/jcal.12635
Petelin, R. (2022). How writing works: A field guide to effective academic writing. Educational Review, 75(5). https://doi.org/10.1080/00131911.2022.2147287
Pratiwi, D. I., & Waluyo, B. (2023). Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology, 15(2), Article ep423. https://doi.org/10.30935/cedtech/13094
Pujiawati, N. (2018). Incorporating Paragraph Punch in EFL writing class. ELT in Focus, 1(1), 1-10. https://doi.org/10.35706/eltinfc.v1i1.1367
Purcell, K., Buchanan, J., & Friedrich, L. (2013). The impact of digital tools on student writing and how writing is taught in schools. Pew Research Center. https://www.pewresearch.org/internet/2013/07/16/the-impact-of-digital-tools-on-student-writing-and-how-writing-is-taught-in-schools/
Rahimi, M., & Noroozisiam, E. (2013). The effect of strategies-based instruction on the EFL learners’ writing quality: A sociocultural approach. Sage Open, 3(2). https://doi.org/10.1177/2158244013494222
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(Suppl. 1), 33-35. https://doi.org/10.21839/jaar.2018.v3iS1.165
Ranalli, J. (2018). Automated written corrective feedback: How well can students make use of it. Computer Assisted Language Learning, 31(7), 653-674. https://doi.org/10.1080/09588221.2018.1428994
Ranalli, J., Link, S., & Chukharev-Hudilainen, E. (2017). Automated writing evaluation for formative assessment of second language writing: Investigating the accuracy and usefulness of feedback as part of argument-based validation. Educational Psychology, 37(1), 8-25. https://doi.org/10.1080/01443410.2015.1136407
Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1), 65-79.
Rasool, U., Aslam, M. Z., Mahmood, R., Barzani, S. H. H., & Qian, J. (2023). Pre-service EFL teacher’s perceptions of foreign language writing anxiety and some associated factors. Heliyon, 9(2), Article E13405. https://doi.org/10.1016/j.heliyon.2023.e13405
Rido, A. (2020). English for university graduate employability: Students and employers’ voices. Advances in Social Science, Education and Humanities Research, 430, 6-10. https://doi.org/10.2991/assehr.k.200406.002
Rish, R. M., Bylen, K., Vreeland, H., & Wimberley, C. C. (2015). Using Google drive to write dialogically with teachers. In M. L. Niess, & H. W. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age (pp. 357-379). IGI Global. https://doi.org/10.4018/978-1-4666-8403-4
Rofi’I, A., & Nurhidayat, E. (2020). The impact of English EFL technology PowerPoint in learning speaking for English pre-service teacher. Journal of Physics: Conference Series, 1477, Article 042058. https://doi.org/10.1088/1742-6596/1477/4/042058
Shi, H., & Aryadoust, V. (2023). Correction to: A systematic review of automated writing evaluation systems. Educational Information Technology, 28, 6189-6190. https://doi.org/10.1007/s10639-022-11260-9
Soleimani, H., Hamasaid, H., & Saheb, M. (2020). L2 writing anxiety, writing self-efficacy and writing motivation as correlates of global L2 writing performance. Journal of Humanities and Social Sciences, 3(1), 156-165. https://doi.org/10.14500/kujhss.v3n1y2020.pp156-165
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The current issues of Indonesian EFL students’ writing skills: Ability, problem, and reason in writing comparison and contrast essays. Dinamika Ilmu, 19(1), 57-73. https://doi.org/10.21093/di.v19i1.1506
Tran, M. L., & Nguyen, T. H. (2021). The impacts of technology-based communication on EFL students’ writing. AsiaCALL Online Journal, 12(5), 54-76.
Tunjera, N., & Chigona, A. (2020). Teacher educators’ appropriation of TPACK-SAMR models for 21^st century pre-service teacher preparation. International Journal of Information and Communication Technology Education, 16(3), 126-140. https://doi.org/10.4018/IJICTE.2020070110
Vacalares, S. T., Clarin, E., Lapid, R., Malaki, M., Plaza, V., & Barcena, M. (2023). Factors affecting the writing skills of the education students: A descriptive study. World Journal of Advanced Research and Reviews, 18(2), 1192-1201. https://doi.org/10.30574/wjarr.2023.18.2.0931
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. MIT Press.
Wei, P., Wang, X., & Dong, H. (2023). The impact of automated writing evaluation on second language writing skills of Chinese EFL learners: A randomized controlled trial. Frontiers in Psychology, 14, Article 1249991. https://doi.org/10.3389/fpsyg.2023.1249991
Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers and Education, 100, 94-109. https://doi.org/10.1016/j.compedu.2016.05.004
Woodworth, J., & Barkaoui, K. (2020). Perspectives on using automated writing evaluation systems to provide written corrective feedback in the ESL classroom. TESL Canada Journal, 37(2), 234-247. https://doi.org/10.18806/tesl.v37i2.1340
Xu, Z., Banerjee, M., Ramirez, G., Zhu, G., & Wijekumar, K. (2019). The effectiveness of educational technology applications on adult English language learners’ writing quality: A meta-analysis. Computer Assisted Language Learning, 32(1), 132-162. https://doi.org/10.1080/09588221.2018.1501069
Yuk, A. C. K., Wui-Xin, F. W., Qin, T. P., & Yunus, M. M. (2019). Using PaW-Modo to enhance paragraph writing. Creative Education, 10(2), 429-442. https://doi.org/10.4236/ce.2019.102031
Yunus, M. M., Salehi, H., & Nordin, N. (2012). ESL pre-service teachers’ perceptions on the use of paragraph punch in teaching writing. English Language Teaching, 5(10), 138-164. https://doi.org/10.5539/elt.v5n10p138
Zhang, R., Zou, D., Cheng, G., & Xie, H. (2022). Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges. Educational Information Technology, 27, 8041-8069. https://doi.org/10.1007/s10639-022-10941-9
Zhang, W. (2022). The role of technology-based education and teacher professional development in English as a foreign language classes. Frontiers in Psychology, 13, Article 910315. https://doi.org/10.3389/fpsyg.2022.910315
Zhang, Z. V. (2020). Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions. Assessing Writing, 43, Article 100439. https://doi.org/10.1016/j.asw.2019.100439
Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36(5), 90-102. https://doi.org/10.1016/j.asw.2018.02.004

Citation

Pitukwong, K., & Saraiwang, S. (2024). Exploring the effectiveness of digital writing tools on Thai EFL students’ writing. Contemporary Educational Technology, 16(3), ep519. https://doi.org/10.30935/cedtech/14808

Pitukwong, K., and Saraiwang, S. (2024). Exploring the effectiveness of digital writing tools on Thai EFL students’ writing. Contemporary Educational Technology, 16(3), ep519. https://doi.org/10.30935/cedtech/14808

Pitukwong K, Saraiwang S. Exploring the effectiveness of digital writing tools on Thai EFL students’ writing. CONT ED TECHNOLOGY. 2024;16(3), ep519. https://doi.org/10.30935/cedtech/14808

Pitukwong, Kusuma, and Sasithida Saraiwang. "Exploring the effectiveness of digital writing tools on Thai EFL students’ writing". Contemporary Educational Technology 2024 16 no. 3 (2024): ep519. https://doi.org/10.30935/cedtech/14808

Pitukwong, Kusuma et al. "Exploring the effectiveness of digital writing tools on Thai EFL students’ writing". Contemporary Educational Technology, vol. 16, no. 3, 2024, ep519. https://doi.org/10.30935/cedtech/14808

Pitukwong K, Saraiwang S. Exploring the effectiveness of digital writing tools on Thai EFL students’ writing. CONT ED TECHNOLOGY. 2024;16(3):ep519. https://doi.org/10.30935/cedtech/14808