THE USE OF TECHNOLOGY FOR DEVELOPING ENGLISH WRITING SKILLS
Keywords:
Key words: writing, technology, methods, writing process, digital toolsAbstract
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