THE USE OF TECHNOLOGY FOR DEVELOPING ENGLISH WRITING SKILLS

Authors

  • Rayimova Feruza Bakhtiyorovna Author
  • Yokutkhon Rayimaliyeva Zohidjon qizi Author

Keywords:

Key words: writing, technology, methods, writing process, digital tools

Abstract

Abstract 
In today's world, technology is crucial for education, particularly when it comes 
to  honing  writing  abilities.  Lack  of  reading  knowledge,  grammar  errors,  and  little 
vocabulary  make  writing  difficult  for  many  students.  Digital  solutions  that  offer 
immediate feedback and ideas include Grammarly, QuillBot, and ChatGPT. Platforms 
like Padlet and Google Docs promote peer review and teamwork. Student engagement 
is increased through blended learning, which blends traditional and online teaching 
approaches. Students gain clarity and structure via the prewriting, drafting, revising, 
and editing stages of the writing process. Teachers can improve the effectiveness and 
accessibility  of  writing  instruction  for  students  by  combining  technology  with 
conventional teaching methods.  

References

References

1. Applebee, A. N. (1986). Problems in process approaches: Toward a

reconceptualization of process instruction. In A. R. Petrosky and D. Bartholomae

(Eds.), The teaching of writing (pp. 95-113). Chicago, Ill: National Society for the

study of Education.

2. Asep, S. (2014). The Challenges in Teaching Writing Skill at Junior High School:

Problems and Solutions.

3. Brown, H. D. (2001). Teaching by principles: An interactive approach to language

pedagogy (2nd ed.). New York: Addison Wesley Longman.

4. Bryan A., & Volchenkova, K. N. (2016). Blended learning:

5. Defnition, models, implications for higher education.

6. Bulletin of the South Ural State University.

7. Delialioğlu, Ö. (2012). ‘Student engagement in blended learning environments with

lecture-based and problem-based instructional approaches’, Educational Technology

& Society, Vol. 15, pp. 111-228.

8. Dergaa, I., Chamari, K., Zmijewski, P., & Saad, H. B. (2023). From human writing

to artificial intelligence generated text: Examining the prospects and potential

threats of ChatGPT in academic writing. Biology of Sport, 40(2), 615-622.

9. Dickson, H., Harvey, J., & Blackwood, N. (2019). Feedback, feedforward:

evaluating the effectiveness of an oral peer review exercise amongst postgraduate

students. Assessment & Evaluation in Higher Education, 44(5), 692ʹ704.

10. Elbow, P. (1973). Writing without teachers. New York: Oxford University Press.

11. Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners’ Writing Skills: Problems,

Factors and Suggestions. Journal of Education and Social Sciences, 4, 81-92.

12. Fischer, E., & Hänze, M. (2019). Back from “guide on the side” to “sage on the

stage”? Effects of teacher guided and student-activating teaching methods on student

learning in higher education. International Journal of Educational Research, 95, 26–

35.

13. Hyland, F., & Hyland, K. (2006). Feedback on second language students' writing.

Language Teaching, 39(2), 83-101.

14. Khan, A. I., Noor-ul-Qayyum, Shaik, S., Ali, A. M., & Bebi, Ch. V. (2012) Study of

Blended Learning Process in Education Context. International Journal of Modern

Education and Computer Science, 4(9), 23–29.

15. K. Karpova, "Integration of “Write and Improve” AWE Tool into EFL at Higher

Educational Establishment: Case Study," Celtic: A Journal of Culture, English

Language Teaching, Literature and Linguistics, vol. 7, no. 2, pp. 137-150, 2020

16. Kroll, B. (1990). Second language writing: research insights for the classroom.

Cambridge: Cambridge University Press.

17. Misbah, N. H., Mohamad, M., Yunus, M., & Ya’acob, A. (2017). Identifying the

Factors Contributing to Students’ Difficulties in the English Language Learning.

18. Panadero, E., Jonsson, A., & Alqassab, M. (2018). Providing formative peer

feedback. In A. A. Lipnevich J. K. & Smith (Eds.), The Cambridge Handbook of

Instructional Feedback. Cambridge, United Kingdom: Cambridge University

Press.ьтд

19. Pourhossein Gilakjani, A. (2013). Factors contributing to teachers’ use of computer

technology in the classroom.

20. Rahmani (2023) Scripta: English Department Journal, 10(2), 182-190.

21. Schober, B., Wagner, P., Ralph, R., & Spiel, C. (2008). Vienna e-Lecturing (VEL):

Learning how to learn self-regulated in an internet-based blended learning setting.

International Journal on E-learning, 7(4), 703–723.

22. Seow, A. (2002). The writing process and process writing. In J. C. Richards & W. A.

Renandya (Eds.), Methodology in language teaching: An anthology of current

practice (pp. 315-320). Cambridge: Cambridge University Press.

23. Singh, A., & Singh, L. B. (2017). E-learning for employability skills: Students

perspective. Procedia Computer Science, 122, 400–406.

24. Chappell, V. (2011). What makes writing so important? Retrieved December 27,

2012, from | http://www.marquette.edu/wac/

25. WhatMakesWritingSoImportant.sht

Published

2025-03-18

How to Cite

Rayimova Feruza Bakhtiyorovna, & Yokutkhon Rayimaliyeva Zohidjon qizi. (2025). THE USE OF TECHNOLOGY FOR DEVELOPING ENGLISH WRITING SKILLS . TADQIQOTLAR, 58(1), 311-317. https://scientific-jl.com/tad/article/view/5330