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

Alamri, Basim

doi:10.5539/elt.v14n12p36

Cited by 4 publications

(3 citation statements)

References 9 publications

(17 reference statements)

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“…During the experimental group's training period, the researcher recorded observation notes on the experimental group's comprehension of the AIbased Grammarly feedback. This technique of data collection was employed in other studies such as those of Alamri (2021), Thi andNikolov (2022) , andZhao (2022). In other words, the recorded observation notes identified whether the AI-based Grammarly feedback was understandable, or whether the experimental group needed further elaboration, explanation and clarification from the researcher.…”

Section: Data Collection Instrumentsmentioning

confidence: 99%

Using artificial intelligence-based instruction to develop EFL higher education students’ essay writing skills

Marghany

2023

CDELT Occasional Papers in the Development of English Education

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The present study investigated the use of artificial intelligence (AI), in terms of Grammarly, to develop the Egyptian higher education students' FL essay writing skills. The 100 randomly selected participants are English-majoring senior students and were equally divided into a control group and an experimental group with fifty participants each. Data were collected through three instruments, namely FL essay writing pre-and posttests and observation notes. The FL essay writing test was employed as a pretest and a posttest. The participants were trained over 12 weeks to write FL essays by using AI-based Grammarly instruction for the experimental group and by using a traditional method for the control group. During the experimental group's training period, the researcher recorded observation notes about the experimental group's comprehension of the AI-based Grammarly corrective feedback. Data were analyzed by using the Paired Sampling T-Test and the Independent Sampling T-Test. The findings indicated better improvement in the performance of experimental participants compared to their control group counterparts. The study presented teaching implications for FL essay writing instruction and recommended the incorporation of AI-based Grammarly instruction to the process of teaching FL essay to Egyptian senior students.

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Section: Data Collection Instrumentsmentioning

confidence: 99%

Using artificial intelligence-based instruction to develop EFL higher education students’ essay writing skills

Marghany

2023

CDELT Occasional Papers in the Development of English Education

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“…The most common, though, are Zoom and Google Meet. Alamri (2021) claims in his research that teachers should be adaptive to their pupils' learning resources. They, too, depend on those the school or the local government can provide them.…”

Section: 57mentioning

confidence: 99%

Extent of Challenges and Coping Strategies in Online Teaching Among ESOL Teachers: Its Relationship to Their Teaching Performance

CASTILLO

2023

AIDE-IRJ

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This study was conducted to assess the extent of challenges and coping strategies of ESOL teachers in New York City in online learning and their relationship to teaching performance which served as the basis for a proposed intervention program. The researcher used the mixed-methods sequential explanatory design consisting of two distinct phases: quantitative followed by qualitative” (Creswell et al. 2003). Based on the findings, the ESOL teachers in the New York City District are challenged in online learning at a minimum level. It is then concluded that the respondents are adaptable to online learning. Despite the challenges, they are capable to adjust and utilize the specific strategies for every categorized difficulty faced in online learning. Therefore, this implies that ESOL Teachers embody a responsive institution toward the learners. It can also be concluded that ESOL teachers are adaptable to the changes in modalities brought about by the pandemic and manage their jobs well in online teaching. It was recommended that the Department of Education create a program/ project that shall try to address the fundamental strategies for overcoming the difficulties associated with online teaching.

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“…First, the limited resources available pose a constraint in supporting English Writing learning. The lack of relevant textbooks and teaching materials, as well as limited access to technology and digital resources, can hinder students' ability to develop their writing skills (Alamri, 2021). Second, the teaching methods used also contribute to low learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Power of PBL and TPACK: Catalysts for Elevating Students' Writing Learning Outcomes

Nurjanah,

Nurbatra

2023

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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The English writing learning process is crucial in English language education, but it often faces challenges such as limited resources and ineffective teaching methods. To address these issues, this study explores the use of Problem-Based Learning (PBL) integrated with Technological Pedagogical Content Knowledge (TPACK) in the context of English as a foreign language (EFL) learning, specifically in the writing course. The research aims to investigate how the integration of PBL and TPACK can enhance students' writing learning outcomes (assessing their content and clarity, structure of the writing, and language quality). The research follows a Classroom Action Research (CAR) design with a quantitative approach. The subjects consist of 10th-grade students from a public high school in Pasuruan Regency, with a total of 33 participants. Data collection instruments include pre and post writing tests and observation. Data analysis is conducted using Microsoft Excel, employing percentages. The findings demonstrate that the implementation of PBL integrated with TPACK leads to significant improvements in students' writing learning outcomes. In the pre-cycle, the pass percentage was only 39.39%, while in cycle I, it increased to 75.76%, and in cycle II, it reached 93.94%. This study contributes to the development of curricula and teaching methods for English writing. These findings have important implications for future writing instruction that can help improve students' writing learning outcomes. This study’s limitations are constraining the applicability of its findings to diverse educational environments and a relatively brief timeframe. Future research could explore cross-cultural variations, delve into extended research periods, and compare the effectiveness of PBL and TPACK with alternative teaching models in EFL education.

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

Cited by 4 publications

References 9 publications

Using artificial intelligence-based instruction to develop EFL higher education students’ essay writing skills

Using artificial intelligence-based instruction to develop EFL higher education students’ essay writing skills

Extent of Challenges and Coping Strategies in Online Teaching Among ESOL Teachers: Its Relationship to Their Teaching Performance

The Power of PBL and TPACK: Catalysts for Elevating Students' Writing Learning Outcomes

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