Effects of Word Processing Tools on Improving Writing Skills in the Process of Learning a Foreign Language

Abstract

The current study aims to display descriptive information on using word processing tools to enhance writing skills in the process of learning the English language. Writing is an important skill that includes creative thinking, refining, organizing, and editing ideas to have effective communication. However, due to its artificial nature, writing is a skill that should be enhanced by means of constant practice. Therefore, it can be challenging for both native speakers and second language learners to produce a proper writing task. With the development of technology, many programs have emerged, like Ms. Word processor, Grammarly, and Google Docs which can be used to create and edit writing. Many studies discussed the advantages and disadvantages of pen-and-paper writing and computer-assisted writing. Pen-and-paper writing can positively affect the students' motor skills and cognitive development, while computer-assisted writing can improve the writing quality and skills of the learners. However, these results could be affected by, for instance, the incompetence of students using word processors.

Keywords

• English as a foreign language writing
• computer-assisted word-processing
• pen-and-paper
• handwriting

References

1. Applebee, A. N. (1984). Writing and reasoning. Review of educational research, 54(4), 577-596.
2. Biesenbach-Lucas, S., & Weasenforth, D. (2001). E-mail and word processing in the ESL classroom: How the medium affects the message. Language Learning & Technology, 5(1), 135-165.
3. Cakiroglu, U., Akkan, Y., & Guven, B. (2012). Analyzing the effect of web-based instruction applications to school culture within technology integration. Educational Sciences: Theory and Practice, 12(2), 1043-1048.
4. Celce-Murcia, M. (2001). Language teaching approaches: An overview. Teaching English as a second or foreign language, 2(1), 3-10.
5. Collins, P., Hwang, J. K., Zheng, B., & Warschauer, M. (2013). Writing with laptops: A quasi-experimental study. Writing and Pedagogy, 5(2), 203-230.
6. Dalton, D. W., & Hannafin, M. J. (1987). The effects of word processing on written composition. The Journal of Educational Research, 80(6), 338-342.
7. Dastjerdi, H. V., & Samian, S. H. (2011). Quality of Iranian EFL learners’ argumentative essays: Cohesive devices in focus. Mediterranean journal of social sciences, 2(2), 2017-2039.
8. Fidaoui, D., Bahous, R., & Bacha, N. N. (2010). CALL in Lebanese elementary ESL writing classrooms. Computer Assisted Language Learning, 23(2), 151-168.

9. Fox, L. C. (2014). Effects of technology on literacy skills and motivation to read and write. Doctoral dissertation.
10. Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and writing, 26(1), 1-15.
11. Hadi, M. J. (2013). Writing with computers in ESL classroom: Enhancing ESL learners' motivation, confidence and writing proficiency. Online Submission.
12. Hetzroni, O. E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom. Journal of Learning Disabilities, 37(2), 143-154.
13. Darayani, N. A., Karyuatry, L. L., & Rizqan, M. D. A. (2018). Grammarly as a tool to ımprove students’ wrıtıng qualıty. Edulitics (Education, Literature, and Linguistics) Journal, 3(1), 36-42.
14. Johnson, D. L.(1988).The computer as a tool for teaching writing. Computers in the Schools, 5(1-2), 1-4.
15. Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16, 91-109. Retrieved from http://scholarspace.manoa.hawaii.edu/bitstream/10125/44276/1/16_01_kesslerbikowskiboggs.pdf
16. Kohler, B. (2015). Based or computer-based essay writing: Differences in performance and perception. Linguistic Portfolios, 4(1), 129-146.
17. Liabo, K., Simon, A., Tripney, J. S., Daniel-Gittens, K. A., & Elwick, A. (2014). registration for a systematic review: Free provision of information and communications technology (ICT) for improving academic achievement and school engagement in students aged 4-18: A systematic review.
18. Morales, C. R., & Collins, S. (2007). Google Suite for higher education (ID No. DEC0703). Retrieved from http://net.educause.edu/ir/library/pdf/DEC0703.pdf
19. Notash, M. Y. &Mahmoodi, M. (2015). Grammatical accuracy & length across computer-assisted and pencil–and-paper assessments: Variation in advanced-level EFL writing. International Journal of Research in Education methodology, 6,(3), 988-996.
20. Pamuk, S., Cakir, R., Ergun, M., Yilmaz, H. B., & Ayas, C. (2013). The use of tablet PC and interactive board from the perspectives of teachers and students: Evaluation of the FATİH Project. Educational Sciences: Theory and Practice, 13(3), 1815-1822.
21. Russell, M., & Plati, T. (2001). Effects of computer versus paper administration of a state-mandated writing assessment. Teachers College Record, 1-34.
22. Shang, H. (2013). Factors associated with English as a foreign language university students writing anxiety. International Journal of English Language Teaching, 1, 1-12. Retrieved from http://www.eajournals.org/wpcontent/uploads/factors-associated-with-english-as-a-foreign-languageuniversity-students’ writing-anxiety.pdf
23. Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge University Press.
24. Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. System, 24(4), 491-501.
25. Vallance, M., Towndrow, P. A., & Wiz, C. (2010). Conditions for successful online document collaboration. TechTrends, 54(1), 20-24.
26. Van Leeuwen, C. A., & Gabriel, M. A. (2007). Beginning to write with word processing: Integrating writing process and technology in a primary classroom. The Reading Teacher, 60(5), 420-429.
27. Vidhiasi, D. M., & Haryani, H. (2021). The implementation of Grammarly in error analysis implementasi Grammarly dalam error analysis. Jurnal Sains Dan Teknologi Maritim, 21(1), 17-25.
28. Yılmaz, C., & Erkol, K. (2015). Using word processor as a tool to enhance the teaching of writing in a Turkish EFL context: An action research. Journal of Theory and Practice in Education, 11(1), 346-358.
29. White, S., Kim, Y. Y., Chen, J., & Liu, F. (2015). Performance of fourth-grade students in the 2012 NAEP computer-based writing pilot assessment: Scores, text length, and use of editing tools. Working Paper Series. NCES 2015-119. National Center for Education Statistics.
30. Wikipedia contributors. (2022, August 27). Writing. In Wikipedia, The Free Encyclopedia. Retrieved 13:02, September 8, 2022, from https://en.wikipedia.org/w/index.php?title=Writing&oldid=1106897221 Wollscheid, S., Sjaastad, J., Tømte, C., & Løver, N. (2016). The effect of pen and paper or tablet computer on early writing–A pilot study. Computers & Education, 98, 70-80.
31. Wu, H. K., Hsu, Y. S., & Hwang, F. K. (2008). Factors affecting teachers’ adoption of technology in classrooms: Does school size matter? International Journal of Science and Mathematics Education, 6(1), 63-85. Zhou, W., Simpson, E., & Domizi, D. P. (2012). Google Docs in an out-of-class collaborative writing activity. International Journal of Teaching and Learning in Higher Education, 24(3), 359-375.