The effectiveness of integrating technology in EFL/ESL writing: a meta-analysis

Al-Wasy, Baleigh Qassem

doi:10.1108/itse-03-2020-0033

Cited by 15 publications

(10 citation statements)

References 42 publications

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“…There are also meta-analysis studies presenting a synthesis of the studies on the role of technology integration in foreign language teaching in the literature (Al-Wasy, 2020;Chang & Hung, 2019;Haidari, Baysal & Kanadlı, 2020;Köprülü, Öznacar & İlginç Demirsu, 2020). But only experimental studies were based on these meta-analysis studies.…”

Section: The Importance Of Studymentioning

confidence: 99%

Technology integration in teaching English as a foreign language: A content analysis study

Başar

ŞAHİN

2022

Journal of Educational Technology and Online Learning

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The main purpose of this research is to identify research trends that have been conducted over the last five years (2016-2020) on the role of technology integration in teaching English as a foreign language. For this purpose, the descriptive content analysis is used in the research. In accordance with the keywords, systematic review was carried out and 366 studies were included in the scope of the research. The study has revealed that there is an increasing trend in the number of studies from 2016 onwards and what's more, flipped learning and mobile-assisted language learning subjects are among the mostly studied subjects. In the studies, experimental designs were chosen more, as a data collection tool, questionnaire/scale was preferred; and descriptive statistics were preferred more as a data analysis technique. In most of the studies, the sample group consists of university students and the sample size is in the range of 0-50. In addition, when the results in the studies within the scope of the research are analyzed, the most obtained result is that the participants' views on technology integration are positive. Based on the trends of the studies examined within the scope of the research, this study offers recommendations for the future studies in the field. Research Article

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Section: The Importance Of Studymentioning

confidence: 99%

Technology integration in teaching English as a foreign language: A content analysis study

Başar

ŞAHİN

2022

Journal of Educational Technology and Online Learning

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“…Some studies also focused only on providing benefits of implementing technology in the writing classroom in different disciplines (Kutlu, 2013). In an ESL context, most studies investigated the effect of technological tools on students' writing (Al-Wasy, 2020;Bikowski & Vithanage, 2016;Tze Pheng et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The use of technology in education has grown rapidly in recent years (Al-Wasy, 2020). Teaching writing is often considered as challenging; thus, teachers and students are encouraged to integrate technological tools such as Web 2.0 or 3.0 in their classrooms.…”

Section: Introductionmentioning

confidence: 99%

“…Nowadays, the Internet is attaining enormous popularity in second and foreign language teaching, and more educators and learners are embracing it (Lu, 2006). In writing skills, for example, several research studies have been conducted to determine whether the use of technology in the teaching-learning process has improved learner performance (Al-Wasy, 2020;Bikowski & Vithanage, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Challenges of Implementing Technology in ESL Writing Classrooms: A Case Study

Alamri¹

2021

ELT

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The present study aimed to investigate the challenges and barriers encountered by ESL teachers when they implement technological tools in writing classroom. It also explored teachers’ perceptions towards integrating technology in writing classroom. The study involved observing a number of writing classes from different levels at an English Language Institute at a southwestern university in the United States. Next, an interview was conducted with one of the observed teachers to enquire about implementing technology in the classroom and reasons behind possible challenges. The study revealed some challenges that hindered or prevented teachers from applying technology in writing classroom. Such challenges were technical problems, students’ attitudes towards using technology, lack of time, lack of computers and other devices, and lack of technical support. Moreover, the study showed that teachers had positive perceptions toward using technology to facilitate teaching process. Pedagogical implications and solutions to overcome technical issues are provided for ESL/EFL writing teachers and policy makers.

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“…Given these, other authors further acknowledge through works of literature that writing becomes more arduous using online teaching platforms (Basgier and Simpson, 2020;MacIntyre et al, 2020). Looking at studies on teaching writing skills, there seem to be many challenges in this regard (Al-Wasy, 2020;Xu et al, 2019). In a meta-analytical study carried out on issues regarding teaching writing, there are suggestions for redesigning and rethinking technologies and approaches to teaching writing (Graham et al, 2018;Xu et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Efficacy of blended interactive educational resources in improving writing skills in a hybrid learning environment

Ironsi

2022

QAE

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Purpose This paper asserts that while educational resources are times effective in teaching students how to write, the format in which they are delivered can influence results. With this in mind, this study aims to examine the effectiveness of using educational resources in a blended format. Design/methodology/approach This study used a mixed-method research design to elicit information from 70 participants recruited for this study. The researcher divided the participants into experimental and control groups where the researcher taught the control group writing skills in a hybrid learning environment without using educational resources while the experimental group used blended interactive educational resources. The researcher analyzed and interpreted the participants’ post-test scores and transcripts of the interviewees. Findings This study finds that blended interactive educational resources contribute significantly toward improving the students' writing skills; however, improvements were not found in all aspects of their writing. Originality/value This study unpacks the positive contributions of blended interactive educational resources in writing instruction. This study contributes to educational literature in showing that these resources may be effective in improving some aspects of writing text. This study adds to other corpora of studies that emphasize the importance of using educational resources for learning.

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The effectiveness of integrating technology in EFL/ESL writing: a meta-analysis

Cited by 15 publications

References 42 publications

Technology integration in teaching English as a foreign language: A content analysis study

Technology integration in teaching English as a foreign language: A content analysis study

Challenges of Implementing Technology in ESL Writing Classrooms: A Case Study

Efficacy of blended interactive educational resources in improving writing skills in a hybrid learning environment

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