The Role of Technology-Enhanced Learning in Developing EFL Writing Academic
Keywords:
academic writing; digital literacy; English as a foreign language; technology-enhanced learning; writing performanceAbstract
This study investigates the role of Technology-Enhanced Learning (TEL) tools in improving academic writing skills among EFL (English as a Foreign Language) learners. The research focuses on the impact of TEL platforms on students' writing performance, motivation, and confidence. A mixed-methods approach was employed, comprising pre- and post-test assessments to measure improvements in grammar, vocabulary, coherence, and organization, along with qualitative data collected through focus group discussions. The experimental group, which used TEL tools like Grammarly and Write & Improve, showed significant improvements in writing quality, with an average score increase of 28%, compared to a modest 12% improvement in the control group. The analysis revealed that TEL tools provided timely and personalized feedback, enhancing students' understanding of writing conventions and allowing for more efficient revisions. Participants also expressed greater self-efficacy and autonomy in their writing tasks, as TEL tools facilitated self-directed learning and increased engagement with the writing process. However, challenges related to digital literacy gaps and the risk of over-reliance on automated feedback were also identified. The study concludes that TEL tools offer a valuable complement to traditional teaching methods, improving academic writing in EFL contexts by fostering error correction, motivation, and independent revision. It recommends the integration of TEL tools into writing curricula, accompanied by training in digital literacy and strategies to promote critical thinking and self-editing skills.
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