Using Technology for Developing Writing in an ESP Class

Kutlu, Özge

doi:10.1016/j.sbspro.2013.01.064

Cited by 6 publications

(6 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The digital review subscale involves contributing to content and format editing, noticing errors, facilitating receiving feedback, and facilitating content and stylistic editing. Kutlu (2013) emphasizes that digital writing reduces the restrictions associated with writing with pen and paper, alleviating the burden of writing. This is because digital writing offers some key advantages like speed, easy editing, and sharing (Maden, Banaz, & Maden, 2018).…”

Section: Discussionmentioning

confidence: 99%

Using Technology to Support Creative Writing: How It Affects Teachers’ Digital Writing Skills and Their Gains from Digital Technology

Demirel

Tolaman

Azizoğlu

2023

IJPES

View full text Add to dashboard Cite

With the advances in technology, the skill of writing has taken on a new form with digital tools. Concepts like digital literacy, digital writing, electronic writing, web-based writing, online writing, and multimodal texts have become increasingly common. Hence, integrating technology into writing education in schools today has gained significance. This way, students can write digitally and produce digital texts in harmony with their lives outside of school. Teaching these skills to students is only possible to the extent of the teachers’ digital writing skills, digital writing habits, self-efficacy in using technology, self-efficacy in preparing digital teaching materials, and improvement of these skills. In this context, the current research aims to investigate the effects of web-based creative writing practices on teachers’ digital writing skills, digital writing habits, self-efficacy regarding digital education technology standards, and self-efficacy in developing digital teaching materials. For this purpose, we used the experimental method “one-group pretest-posttest design.” The data were collected from a total of 40 teachers: 20 classroom teachers and 20 Turkish language teachers. We carried out 16 creative writing activities where the participants performed digital writing. In seven of these activities, the participants received information and observed examples of digital tools that can be used in writing education or created texts using various digital tools, like tools for creating digital stories and cartoons. For data collection, we used certain data collection tools before and after the writing activities. We analyzed the data using the Kolmogorov-Smirnov Test, the paired samples t-test, and the Wilcoxon signed-rank test via the SPSS 20.0 software. We interpreted the data and presented it in tables. We concluded that web-assisted creative writing practices had positive effects on teachers’ digital writing skills, digital writing habits, self-efficacy regarding digital education technology standards, and self-efficacy in developing digital teaching materials.

show abstract

Section: Discussionmentioning

confidence: 99%

Using Technology to Support Creative Writing: How It Affects Teachers’ Digital Writing Skills and Their Gains from Digital Technology

Demirel

Tolaman

Azizoğlu

2023

IJPES

View full text Add to dashboard Cite

show abstract

“…Others focused specifically on using Web 2.0 tools to teach online writing (Jun & Lee, 2012;Laire et al, 2012;Miyazoe & Anderson, 2010;Yunus et al, 2013). 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%

“…Lastly, teaching writing through technology has been discussed in the field of English for Specific Purposes (ESP). Kutlu (2013) carried out a research study to examine the effectiveness of implementing technological tools in ESP writing classroom, i.e., business English. The author used tutorial videos, questionnaires, and interview to collect data.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Alamri¹

2021

ELT

View full text Add to dashboard Cite

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.

show abstract

“…If there is no efforts from the teachers or the students, their writing is going to be messy. The use of portfolio [11], technology [6] and classroom feedback interaction [13] for developing writing in ESP and EAP class have been conducted.…”

Section: Clil Which Is Stand For Content Language Integratedmentioning

confidence: 99%

Need Analysis in Designing Digital System English Book for English Instructional Class

Apriyanti¹,

Ramadhan²,

Syarif³

et al. 2019

Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018)

View full text Add to dashboard Cite

English Instructional Class which is known as Kelas Berbahasa Inggris (KBI) has been established in several higher institutions all around Indonesia. The aim is to prepare students to be able to compete in international level. Industrial Engineering of Universitas Andalas located in Padang of West Sumatra has operated KBI until now. The licenses to be KBI teachers in this department are getting their degree from English speaking country, passing micro teaching in English for Specific Purpose (ESP) training, and developing teaching subject module. Meanwhile, students who enroll in KBI class are filtered only based on their willingness. During learning process, the students are in English zone. Listen the lectures in English, having presentation in English, writing tasks in English, especially writing internship report and final projectmust be faced and done by the students. There isn't any facilitation for supporting students' acquiring their English. Therefore, being in this class can be frustrating for the students who have lack capability in English. The English book for KBI is created digitally in order to help students in their writing tasks and in the same time facilitate the teachers to teach using the book and CLIL method.

show abstract

Using Technology for Developing Writing in an ESP Class

Cited by 6 publications

References 10 publications

Using Technology to Support Creative Writing: How It Affects Teachers’ Digital Writing Skills and Their Gains from Digital Technology

Using Technology to Support Creative Writing: How It Affects Teachers’ Digital Writing Skills and Their Gains from Digital Technology

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

Need Analysis in Designing Digital System English Book for English Instructional Class

Contact Info

Product

Resources

About