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The Impact of Modern Technological Tools on Students Writing Skills in English as a Second Language
... A failure to master this skill could mean that these individuals will struggle against other more skilled applicants when applying for a job. Therefore, students must learn writing skills to graduate from college and university to succeed in today's highly competitive global economy (Alhusban, 2016). Due to technology, students do not often benefit from learning English language and grammatically correct written speech. ...
... Students' capacity to articulate their full thoughts is deteriorating, and they cannot think for themselves. Technology generally hides students' misunderstandings and interferes with their learning (Alhusban, 2016). Students cannot think critically and interpret data, synthesize facts, write evidence-based statements, or identify acceptable grammatical and structural errors as a result (Rothman, 2012). ...
... In combination with other studies, these findings can help second language teachers, curriculum developers, and test developers better understand second language writing cognitive processes. Alhusban (2016) published the results of their research in The Impact of Modern Technological Tools on Students Writing Skills in English as a Second Language. The impacts of electronic and communicative gadgets on English writing among college students are assessed using a case study and current research. ...
While technology has undoubtedly improved and has become an essential component of modern life, technological advances’ consequences have both beneficial and detrimental impacts on students’ writing skills in the classroom. Technology has accelerated and simplified work for students, but it has also instilled the belief that there is no need to put significant effort into the texts they write. This study examines the effects of technology and auto-correction on students’ writing skills at three different universities in Sulaimaneyah city, Iraq. Case studies and research into the impact of electronic and communication devices on English writing skills among university students has been analyzed to determine the effect of auto-correction on grammar, vocabulary, spelling, and punctuation. Furthermore, the study also aims to show that auto-correction affects students’ writing and to compare auto-correction and handwriting to prove that students make mistakes while writing due to technology. In addition, the study examines writing tasks undertaken by students in the English language to assess students’ lack of writing skills, particularly in spelling. Finally, the study identifies why students have poor writing skills and corroborate previous research into an auto-corrections negative impact on students’ writing abilities.
... A failure to master this skill could mean that these individuals will struggle against other more skilled applicants when applying for a job. Therefore, students must learn writing skills to graduate from college and university to succeed in today's highly competitive global economy (Alhusban, 2016). Due to technology, students do not often benefit from learning English language and grammatically correct written speech. ...
... Students' capacity to articulate their full thoughts is deteriorating, and they cannot think for themselves. Technology generally hides students' misunderstandings and interferes with their learning (Alhusban, 2016). Students cannot think critically and interpret data, synthesize facts, write evidence-based statements, or identify acceptable grammatical and structural errors as a result (Rothman, 2012). ...
... In combination with other studies, these findings can help second language teachers, curriculum developers, and test developers better understand second language writing cognitive processes. Alhusban (2016) published the results of their research in The Impact of Modern Technological Tools on Students Writing Skills in English as a Second Language. The impacts of electronic and communicative gadgets on English writing among college students are assessed using a case study and current research. ...
While technology has undoubtedly improved and has become an essential component of modern life, technological advances’ consequences have both beneficial and detrimental impacts on students’ writing skills in the classroom. Technology has accelerated and simplified work for students, but it has also instilled the belief that there is no need to put significant effort into the texts they write. This study examines the effects of technology and auto-correction on students’ writing skills at three different universities in Sulaimaneyah city, Iraq. Case studies and research into the impact of electronic and communication devices on English writing skills among university students has been analyzed to determine the effect of auto-correction on grammar, vocabulary, spelling, and punctuation. Furthermore, the study also aims to show that auto-correction affects students’ writing and to compare auto-correction and handwriting to prove that students make mistakes while writing due to technology. In addition, the study examines writing tasks undertaken by students in the English language to assess students’ lack of writing skills, particularly in spelling. Finally, the study identifies why students have poor writing skills and corroborate previous research into an auto-corrections negative impact on students’ writing abilities.
... However, technological knowledge does not always provide benefits in terms of writing. Alhusban (2016) explains that technological knowledge affects the student writers' mentality in which the students believe that technology will provide them shortcuts of making a good and acceptable writing. The students can just find everything in the internet, copy it and use the computer application to check the writing automatically, truly believing that digital technology is flawless. ...
... The main problem faced by the students in applying their technological knowledge in writing was their tendency to copyand-paste. This tendency affected the quality of the students' academic writing as Alhusban (2016) explained that the students were used to getting everything fixed automatically and set their mind that what they copied is correct without doubt. The observations and questionnaire results also found that the use of technology in finding references was tedious as the references were abundant and finding the suitable as well as credible reference takes lot of time that once the student found what they feel fit with their research, the student just copied the reference without proper citation. ...
Technological knowledge plays a role in academic writing such as assisting in finding suitable references, checking plagiarism, and publishing the article. However, technological knowledge does not always provide benefits in academic writing. Technological knowledge may affect the writers’ mentality to take shortcut in finishing and checking their writing. The objectives of this study were: (1) to find out the technological knowledge level of English education study program students, (2) to find out how English education study program students applied their technological knowledge in academic writing, and (3) to find out the problems English education study program students encountered in applying their technological knowledge in academic writing. The study’s participant was 13 students from class B 2016 Palembang of English Education Undergraduate Program along with the latest lecturer that teaches them writing. This research used descriptive qualitative design. The data were collected by questionnaire, observation, interview, and document gathering. Percentage calculation, transcribing, and triangulation were used to analyze data. The findings showed that (1) The technological knowledge level of the participants is level two Technical Maxim, (2) the participants applied technological knowledge on academic particularly in finding references and structuring idea, and (3) the participants have several problems in applying technological knowledge in academic writing, such as in citing references correctly, avoiding tendency to copy-and-paste, structural error due to using automatic correction, and paper formatting.
... Most of the institutes, schools, and universities prefer to incorporate modern technology into their studies since technology improves the teaching and learning process (Ahmadi, 2018;Arifah, 2014;Costley, 2014;Francies, 2017;Harris & Al-Bataineh, 2016;Mustafa, Sain, & Abdul Razak, 2012). On the contrary, some other scholars argue technology has a negative impact on teaching and learning process (Alhusban, 2016;Carr, 2011;Stakkestad & Stordal, 2017;Strain-Moritz, 2016). Thus, this study makes a comparison between the effects of paper worksheet and online worksheet which is used through using WhatsApp group. ...
... On the other hand, this result is in the same line as previous research, as mentioned before, warning us against the use of technology. These scholars believe that technology is not a panacea for all educational problems (Alhusban, 2016;Carr, 2011;Stakkestad & Stordal, 2017;Strain-Moritz, 2016). They argued that using technology in some specific contexts and cultures might yield results which run counter to our expectations. ...
... Writing is crucial to communication and language development, making it an essential language skill (Valizade, 2022). As success in college and academic careers often hinges on writing, students must be able to write independently without relying on assistance or technological aids (Alhusban, 2016). According to Van Staden (2010), written language spelling requires various linguistic skills, knowledge, and experience. ...
The rapid integration of online platforms into learners' academic lives has impacted their skills and competence, to which writing is highly connected. Spelling is among the most affected aspects. The current study explores and examines the indirect effects of digital tools, namely keyboard prediction, on EFL learners' spelling competency, where mobile phones are the most commonly used device among learners. Learners who depend too much on online platforms must use various digital devices. For this purpose, forty students from the English Department at Soran University, ranging from Stage One to Four, were randomly chosen to participate in the study. The study designed a special sheet containing questions and a writing area, which were then offered to participants. After answering some questions, the participants had to write eight sentences on paper from dictation. The sentences included at least one common challenging word in terms of spelling. Furthermore, using Cook's (1999) spelling error analysis framework, university students’ performances were evaluated in spelling errors. The results showed the shockingly negative effect of using keyboard prediction tools on EFL learners' spelling performance. Learners had an average of 23 misspelt words. The effect was mainly due to learners improperly using keyboard prediction and spell correctors on smartphones.
... The problems discussed in the previous text regarding English language learning, especially writing skills, have potential consequences for student learning outcomes (Alhusban, 2016). Given the challenges students in Indonesia face in mastering English, particularly writing, there is a risk that they may struggle to develop a comprehensive set of language skills (Zein et al., 2020). ...
This research aims to improve students' descriptive text-writing skills by using pictures. The subjects of this research are the students of SMK Jagakarsa, Jakarta, academic year 2022/2023, which consist of 21 students in the XI-AKL grade (7 boys and 14 girls). This research was conducted by using classroom action research. The method that is used in this research is quantitative. The researcher used observation, tests, and documentation for the collection of data instruments. This research was accomplished in two cycles, with every cycle comprising two tests. In the pre-test on the first cycle, the teacher gave the questions before treatment; then, in the post-test I, the researcher gave the treatment based on the descriptive text material. In the post-test on the second cycle, the researcher gave more treatment and information about descriptive text writing skills by using pictures as learning media. The result of this research showed that there was an increase in students' writing skills in descriptive text. In the first test as a pre-test, the students got scores?75, 15 out of 21 students (71,42%). In the second test, as a cycle I post-test, the students scored scores?75 were, 9 students out of 21 (42,85%). In the last test, as a post-test of cycle II, the students scored?75, 4 out of 21 students (19,04%). The increase from the cycle I post-test to the cycle II post-test was about 28,57%. The total increase of the student's scores from the pre-test to the post-test of cycle II (two) was 54,38%. In other words, the student's writing skills in descriptive text using pictures improved and went well from the first to the next.
... It is, therefore, essential to introduce students to formal writing and provide an opportunity to produce formal academic reports. Industry requires people to write with grammatical precision, examine a subject thoroughly, and present evidence-based arguments logically and coherently (Alhusban, 2016). ...
... It is, therefore, essential to introduce students to formal writing and provide an opportunity to produce formal academic reports. Industry requires people to write with grammatical precision, examine a subject thoroughly, and present evidence-based arguments logically and coherently (Alhusban, 2016). ...
... It is, therefore, essential to introduce students to formal writing and provide an opportunity to produce formal academic reports. Industry requires people to write with grammatical precision, examine a subject thoroughly, and present evidence-based arguments logically and coherently (Alhusban, 2016). ...
... The reason is that students evade the challenges of the writing process (planning, drafting, editing) to develop the topic deeply, and instead, they conceive writing as just generating texts based on syntactic forms instead of discoursal and rhetorical organizations. Similarly, Alhusban (2016) showed that excessive use of technology in writing instruction, particularly spellcheckers and ACs, may ruin students' editing skills as they disregard their mistakes while typing fast during online communication. ...
Mobile learning has extensively influenced students’ learning gains and motivation due to the hardware and software development of mobile devices and applications in recent decades. On-the-go learning increases the capacity for flexible and joyful learning and guarantees access to the instructional content anywhere, anytime. Despite their potential benefits, the presence of mobile applications in students’ every educational activity can be detrimental to their cognitive abilities as misuse or overuse of specific applications may influence students’ concentration and critical thinking. One such downside is reported for overusing automatic spelling correction software, known as AutoCorrect (AC), in language learning. Uncertainty regarding the educational values of AC has increased as students’ spelling skills and vocabulary knowledge have declined. The main problem this study addressed is examining the relationship between EFL learners’ AC use and their vocabulary size; and if their academic self-regulation mediates this association. Data were gathered from 101 foreign language learners who completed the measures of AC use, academic self-regulation, and vocabulary size. The results showed significant positive correlations between AC use, vocabulary size, and self-regulation. Further, testing the model supported a mediating role for self-regulation in the relationship between AC use and vocabulary size, suggesting that AC use can lead to more knowledge of English words in the condition of deploying self-regulatory strategies. The study signifies how academic self-regulation can assist learners in exploiting mobile learning (m-learning) to their advantage and attaining their educational goals more efficiently.
... This theoretical viewpoint holds that writing has the capacity to scaffold selfregulated learning because it offloads cognitive processing in ways that are both unique to the genre-free principle in writing and generic offered by written text as an external representation and memory help. According to Alhusban [44], technology allows students to improve their motivation in writing performance by including precise descriptions and by encouraging self-revision. In addition, using technology in the classroom is very important for students to improve their writing. ...
Aims: To determine the best influencing motivation in the writing performance of students in Region 12, in the Philippines. Study Design: This research used the descriptive-causal design. Place and Duration of Study: The study was conducted among freshmen students from different universities in Region 12 during the school year 2021-2022. Methodology: The respondents of the study were 400 selected freshmen students from different universities in Region 12. The respondents were chosen using stratified random sampling. Results: The results of the study showed that the level of digital readiness, academic motivation, learning strategies, and motivation in writing performance were high. Likewise, the data revealed that digital readiness, academic motivation, and learning strategies had a significant relationship with motivation in students' performance. The result of structural equation modeling (SEM) revealed three exogenous variables which had significant influences as predictors of motivation in writing performance. However, among the five models, model 5 appeared to be the most suitable model of motivation in writing performance because all its indices met the set criteria against the obtained model fit value. Conclusion: The high level of digital readiness implies that have conducted the foundation regarding the use of digital equipment. Likewise, the high level of academic motivation among students indicates that teachers ensure that there are feedbacks that the students receive regarding the submitted work so that they can be guided in what they are doing. The high level of learning strategies is contributed to the teachers’ having consultation time so that students can ask questions about things they do not understand well. Lastly, the student's high level of motivation in writing indicates that teachers used different writing strategies. The study implies that the writing performance of freshmen college students is better achieved if it is anchored on digital readiness, academic motivation, and learning strategies.
... As a result, it is crucial to provide students experience with formal writing by giving them the chance to create academic papers. Professional writing calls for careful attention to grammar, in-depth research, and the ability to deliver an argument backed up by facts in a clear and convincing manner (Alhusban, 2016;Mustapha et al., 2021) Problem Statement Academic writing requires high skills and knowledge. Several aspects of education and the writing process have been altered by the lightning pace of technological development. ...
Student achievement and professional success depend on students' abilities in academic writing. In the higher education institutions, students are tested on their writing abilities by completing academic writing written in a variety of writing styles. This EzArticle software was created to help students and researchres get better at writing, better arrange facts, and better organise data used in academic writing. It was designed to be a quick, simple, and user-friendly method for organising the data collected in the academic literature, which may then be used in writing. The programme also facilitates the tabular presentation of data and concepts, which may be easily sorted and reorganised to meet the needs of a variety of situations and projects. In this study, 280 software end-users were polled using Google survey, and a few software end-users were interviewed. The numeric data was examined using SPSS, while the qualitative interview data was studied using a content analysis approach. Overall, the survey found that the majority of respondents give very positive feedback. The study also showed that the majority of responses exceeded 80% agreements. The qualitative results demonstrate, however, that everyone who has used the programme agrees that it has significantly improved their writing and made it more organised.
... they experienced and develop knowledge and academic field (Coffin et al., 2005). It implies that writing skills not only useful for the academic field but also for social lives. Writing also involves the cognitive process (Nishino & Atkinson, 2015) requiring one to be creative (Nosratinia & Adibifar, 2014) and critical (Smirnov, 2015;Zhang, 2013). Alhusban, Amani. (2016) In order to graduate from college and university, and compete in a highly competitive global economy, students need to achieve writing proficiency. Therefore, it is vital that students are introduced to formal writing and are provided with a chance to produce professional formal reports. In fact, the work force demands that individuals ...
The development of information and technology has affected many aspects of life including education. Writing has an important role in the language academic process. Technology also gives a positive effect toward the students’ motivation in learning English, especially in essay writing. Nowadays, a computer technology application is developing writing materials by using adobe animate. The purpose of this research is to show that the role of technology today is very important in learning process specifically in teaching academic writing, so that it can help teacher and students to make lots variations in teaching. In the past, teaching writing only used conventional ways like books but nowadays teachers and students can use multimedia technology like education interactive software, smartphone, and computer which can make studying more effective and interactive. In this qualitative research the writers will analyse and demonstrate the new technology as a solution to the old problem of teaching academic essay writing.
... Another example of the negative effect of technological devices such as smartphones, tablets, PCs and laptops on students' performance is brought to us by Strain-Moritz (2016), an experienced teacher who ascertains that texting has negatively impacted students' ability to write full sentences, with no fragmentation or awkward punctuation. Alhusban (2016) also stipulates that classroom technologies drastically affect students' ability to write, notably when it comes to spelling and punctuation, grammatical accuracy, spelling, proofreading, critical thinking, respect of coherence and linearity. She also argues that constant exposure to short forms cripples students' ability to splash out effort in writing and that the short forms that are frequently used in texting makes it daunting for them to distinguish formal conventions of writing from informal ones. ...
... Another example of the negative effect of technological devices such as smartphones, tablets, PCs and laptops on students' performance is brought to us by Strain-Moritz (2016), an experienced teacher who ascertains that texting has negatively impacted students' ability to write full sentences, with no fragmentation or awkward punctuation. Alhusban (2016) also stipulates that classroom technologies drastically affect students' ability to write, notably when it comes to spelling and punctuation, grammatical accuracy, spelling, proofreading, critical thinking, respect of coherence and linearity. She also argues that constant exposure to short forms cripples students' ability to splash out effort in writing and that the short forms that are frequently used in texting makes it daunting for them to distinguish formal conventions of writing from informal ones. ...
Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.
This study provides a novel comparative analysis of tactile, digital, and phonetic strategies among Grade Six students, highlighting the superior performance of phonetic methods while offering actionable insights into the specific benefits and challenges associated with each approach. Employing a counterbalanced quasi-experimental design to three different groups with a total of 200 students through complete enumeration, the study reveals that students’ exposure to the phonetic strategy was found to be most effective, which resulted in Outstanding performance, while the digital strategy resulted in Satisfactory performance, and tactile strategy yielded a Fairly Satisfactory performance. The phonetic strategy resulted in significant differences in students' mean spelling scores (p < 0.001). Highlights for tactile strategy include the fun factor in gamification, which enhances effectiveness due to ease of manipulation. In contrast, digital strategy incorporates the fun factor in gamification to aid in remembering, provides a helpful challenge, and motivates users through a ranking system. Phonetic strategy, meanwhile, involves chunking words based on syllables, which enhances the effectiveness of learning a word and offers the flexibility to divide words. Lowlights for tactile strategy include difficulty in finding the letters, limited number of letters, and level of difficulty, while for digital strategy include random tapping or placement of letters, technical issues, and anagrammatic words, and for phonetic strategy include single or multiple syllables, level of difficulty, and effectivity silent or double letters. It is recommended that grade school teachers, especially in the grade six level who are teaching spelling, should look into the dynamics of these three strategies in terms of performance results, highlights, and lowlights in contextualizing instructions, as well as considering the mixture of all three strategies rather one focusing only on one to address the varied needs of the students. Further, this paper recommends the conduct of parallel studies in other grade levels or public schools to compare results and to have a better viewpoint of the topic being studied.
Background: Writing is the most difficult skill due to its complex communication mechanism. However, only a few studies have addressed the effect of technology on improving the writing skill.
Purpose: This study aims to analyze the types of errors in second-language writing committed by second-grade students before and after using Grammarly. Methodology: This study used a qualitative approach employing three sources of data collection: 20 descriptive written essays before using Grammarly, 20 descriptive written essays after using Grammarly, and individual face-to-face interviews with 6 participants.
Findings: The results of the study indicate that errors committed without using Grammarly were 706 errors, namely omission (264), spelling (179), misformation (137), addition (118), and misordering (8). In contrast, the analysis of the written essays after using Grammarly application showed a great reduction in the errors of students, including omission (178), spelling (0), misformation (87), addition (27), and misordering (3). In other words, the free version of Grammarly has helped the students reduce their spelling, synonyms, vocabulary, articles, connecting ideas, location of the errors, and limited punctuation.
Research implications: Though most of the students affirmed that Grammarly is useful in the education process, particularly in EFL writing skills, other students stated that Grammarly can be used only by those whose level in English is good or intermediate. Pedagogically, the current study's findings could contribute to EFL students' writing progress, and the instructors could direct the learners to obtain the maximum benefits from such applications and avoid the possible challenges arising.
Although the Web community should not yet be fully accepting of the emerging technology, acceptance should be growing over time. Its level of acceptance may be modest, but if it stays that way continuously and doesn't increase, it won't be deemed to be emerging. Its level of acceptance can also be high, but if it is extremely high, it would be seen as a pre-existing innovation and would no longer be developing, even if its fame is constantly growing. Therefore, it is wise to keep updating the list of developments that could potentially emerge. The level of acceptance of emerging web innovations in academic settings is rising. These advances include online resources like wikis and websites. A blog is a type of website that is typically updated by an individual and has standard portions of conversation, representation of events, or other content like artwork or video. A Wikipedia is a collection of interconnected Web pages that reflect the collaborative efforts of numerous authors, creators
English as a Foreign Language (EFL) undergraduates' writing has consistently attracted the attention of educational stakeholders, notably teachers. Studies have been conducted to address writing challenges in various contexts, including social media platforms. However, rare research is available to examine the specific types and frequency of writing errors committed by EFL undergraduates while using WhatsApp, particularly in the context of Najran University. Therefore, the current study aimed to examine the types of errors and their frequency that EFL students commit in WhatsApp chat messages. Following a descriptive research design, this study used WhatsApp chat messaging samples and conducted semi-structured interviews with a sample of 40 English undergraduates. The content analysis of students' chat messages on WhatsApp indicated errors in spelling, verb tense, capitalization, noun number, and punctuation. Among these, the most frequent error was spelling. Additionally, the analysis of semi-structured interviews identified factors responsible for these errors, including excessive dependence on abbreviations and shortcuts, lack of familiarity with formal and informal communication, inadequate attention to grammar standards, limited exposure and practice with English language writing conventions, unfamiliarity with the formatting choices in WhatsApp, and interruptions from notifications and other conversations. Based on the findings, suggestions and recommendations are presented to address the writing issues of EFL undergraduates.
Now we are thrown into an era of technology, we can't think of a step without technology. For English language learning it is not an exceptional issue. Technology is not a supplementary thing in this modern era rather it is essential and ubiquitous in the English language teaching-learning process. Due to COVID-19 Pandemic teaching-learning situation has taken a different track i.e. it shifts from the traditional path of teaching to technology-integrated teaching. This digital realm of English language learning for the amelioration of skills paved the way to amalgamate with the international arena. Technology-mediated learning can only be flourished and encouraged by the active participation of the teachers as well as the administrators and other authorities. The teacher should not be stuff of content knowledge rather a teacher should have Technological, Pedagogical and Content knowledge. For teaching the English language and inculcate skills technology has a great role, especially since this situation has made it mandatory to use technology conveniently. In the teaching-learning process, there are mainly four skills-reading, writing, speaking, and listening. Listening and reading are known as 'receptive skills' as it focuses on the product of reception by our five senses. The other two skills speaking and writing are known as productive skills. The four types of skills can be acquired the various tools. The present study highlights the various educational technologies to enhance the skills regarding reading, writing, speaking and listening in English Language learning.
The aims of the current research are to describe (1) the improvement of students' writing persuasive paragraph skill; (2) the improvement of students' learning attitudes after taking persuasive paragraph writing lessons with the Think Pair Share model and educational videos; (3) the increase of students' learning motivation after taking persuasive paragraph writing lessons with the Think Pair Share model and educational videos. This is a quantitative and qualitative research, with the number of participants are 30 students from high school in Kairouan city. The instruments used to collect data were observation, questionnaires, interviews, and documentation. Based on the results of research that had been done, it was known that students' skill in writing persuasive paragraphs had increased. It was known from the results of writing persuasive paragraphs in each cycle. In the pre-cycle, the average score of the students was 43.5. In the 1 st cycle, the average score of students increased to 61.17. In the 2 nd cycle, students got an average score of 64.83. In the 3 rd cycle, the average score of students were 78.00. This proves that the results of writing persuasive paragraphs of students have increased in cycle I, cycle II, and cycle III.
Academic writing is essential for students to complete their studies successfully and to compete professionally. University students are required to write based on various styles and are evaluated for their ability to write proficiently. This Table Connector Design (TCD) software is developed to improve writing skills, organise facts and organize academic writing data more systematically. It was developed to offer a fast, easy and user-friendly approach to academic writing that organises facts as found in the literature. The software also helps arrange ideas and facts in the form of a table that can be arranged and rearranged quickly and accurately to suit changing contexts and purposes. This study uses the Design and development research method initiated by Richey & Klein. This study was conducted by distributing questionnaires online using Google form to 37 software users and make interviews with 7 software users. The quantitative data obtained were then analysed using excel format, while interview data were analyzed using qualitative data analysis method. The findings of the study showed that, most users were satisfied with the software, 75% stated that it is easy to use, 95% easy to understand, 85% easy to use and 78% stated that the software meets their writing needs. While the qualitative findings show that all users stated that this software helps them a lot to write better and structured.
This article seeks to examine the transformative impact of SMS text messaging on student written communication skills. Using the survey method, the article examines how pervasive the use of SMS texting is among polytechnic students; its possible effects on students’ writing skills; and, what lecturers and students themselves think about the phenomenon. Based on responses from survey participants, the article argues that even though mobile phones are handy ICTs for harnessing and disseminating information, they could have their dark side too: the SMS text messaging function could heighten the tendency among students to adopt non-standard uses and contracted forms of English words in their classwork, examinations and research reports especially in an academic environment where English is the L2 of most students.
This article discusses the fixture of reading and writing. It includes a brief history of reading and writing, shows the reader how digital text has quietly evolved and threatens to take over traditional notions of what it means to be literate, and suggests that speech will emerge as a dominant way of communicating. The three ideas developed here are: (a) Pens, pencils and paper will soon be artifacts of the past; (b) Electronic reading and writing will be pervasive, collaborative, and social events; and (c) Speech will replace most writing.
A study investigated whether college students' writing skills have deteriorated in recent years. Writing samples from upper-level undergraduate or first-year graduate courses from 1956 (at a public university), 1965 (at a private university), and from 1978 and 1993 (at a private college) were examined. Samples were analyzed for errors in spelling, vocabulary, grammar, and punctuation as well as for style. Results indicated that college students' writing ability has declined. Findings suggest that this decline in writing skills and the debate about how and where to offer instruction must end; otherwise, there may be no one left who has enough knowledge of the structure of the English language and sufficient writing skills to provide the necessary instruction and guidance to reverse the trend. (Two charts of data are included; 17 references are attached.) (Author/RS)
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The impact of digital tools on student writing and how writing is taught in schools
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Purcell, K., Buchanan, J., & Friedrich, L. (2013, July). The impact of digital tools on student writing and how writing is taught in
schools. National Writing Project. Pew Research Center. Retrieved May 1, 2015, from http://www.pewinternet.org/2013/07/
16/the-impact-of-digital-tools-on-student-writing-and-how-writing-is-taught-in-schools/