{"id":13754,"date":"2024-12-02T15:01:10","date_gmt":"2024-12-02T08:01:10","guid":{"rendered":"https:\/\/binus.ac.id\/bandung\/?p=13754"},"modified":"2024-12-02T15:01:10","modified_gmt":"2024-12-02T08:01:10","slug":"english-writing-skills-and-technology","status":"publish","type":"post","link":"https:\/\/binus.ac.id\/bandung\/2024\/12\/english-writing-skills-and-technology\/","title":{"rendered":"English Writing Skills and Technology"},"content":{"rendered":"

Yella Dezas Perdani<\/strong><\/p>\n

Writing in English can be difficult, particularly for students learning English as a Foreign Language (EFL), who also frequently encounter language barriers. As a result, students’ writing activities must be engaging in order for them to enjoy the writing process. Diary writing is one option for teachers to help students participate in enjoyable writing activities. Diary writing is quite different from paragraph writing and academic essay writing. When writing, students are free to write whatever they want. As a result, they are expected to write without feeling pressured, and it becomes a pleasurable activity for them.<\/p>\n

Moreover, as technology advances, learning activities can now be supported by technology, as well as technology used to achieve learning objectives. For example, using digital writing tools may have a positive impact on the quality of students’ writing. Incorporating technology into written work can improve students’ understanding of the processes, components, and methods required for or commonly used in producing coherent texts\u00a0 The use of current technology, such as computers and the internet, is expected to become the standard mode of instruction in future educational institutions. As a result, the use of technology to improve writing skills is poised to become the norm in education, both now and in the future. Using the application in the teaching and learning process improves students’ writing abilities. The free writing technique allows students to freely express their thoughts in written form without being constrained by formal writing conventions. Students can express themselves freely in writing, especially when expressing who they are as individuals.<\/p>\n

Writing is a productive skill that necessitates a thorough understanding of both language and subject matter. The potential benefits of using mobile devices to improve primary EFL students’ L2 writing achievement in familiar scenarios. They discovered that the students’ survey responses indicated a positive experience with the activities. Students improved their writing skills, found the system user-friendly, and expressed a desire to use it in future learning activities. They also considered that the actual writing portion of the exercises, as well as the commenting phase, provided students with more opportunities to practice the writing assignments, which was beneficial to furthering their language skills.
\nLikewise, appropriate application features will assist students with writing.<\/p>\n

Furthermore, the features significantly improve learning on multiple levels, allowing information to last longer. Images are the most simple and effective method for ensuring that information is retained in long-term memory. In addition, the feature’s components make communication easier and faster. Appropriate features in the application can improve comprehension by stimulating the student’s imagination and altering their cognitive abilities. Furthermore, it is understood that feature has the potential to improve the ability to receive, comprehend, and analyze new information. The benefits of images can only be realized when they are used effectively. Visual quality and relevancy are especially important. The student loses interest when the images are low resolution or pixelated. Visual aids that are generic and do not provide specific and clear explanations of the subject will not be appealing to students.<\/p>\n

References<\/u><\/strong><\/p>\n

    \n
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  2. Al Sharoufi, Towards a unified English technology-based writing curriculum in the Arabian Gulf countries: the case of Oman<\/em>, vol. 12, no. 1. Springer International Publishing, 2022.<\/li>\n
  3. AlSaleem, \u201cComputers in Teaching English Language,\u201d Researchgate.Net<\/em>, vol. 155, no. 4, pp. 463\u2013468, 2020, [Online]. Available: https:\/\/www.researchgate.net\/profile\/Basmah-Alsaleem-2\/publication\/349829219_Computers_in_Teaching_English_Language\/links\/604271f392851c077f193c89\/Computers-in-Teaching-English-Language.pdf<\/a>.<\/li>\n
  4. Sagita, Jamaliah, and Rahimi, \u201cImproving Students Writing Skill by Using Freewriting Technique,\u201d Sos. Hum.<\/em>, vol. I, no. 2, pp. 31\u201338, 2018.<\/li>\n
  5. C. Huang, M. Y. Chen, and W. P. Hsu, \u201cDo learning styles matter? Motivating students in an augmented geopark,\u201d Educ. Technol. Soc.<\/em>, vol. 22, no. 1, pp. 70\u201381, 2019.<\/li>\n
  6. Indrawati, Y. D. Perdani, F. Nadelia, and M. J. Moloney, \u201cThe Effectiveness of Motion Graphics in Improving Students\u2019 English Ability during the COVID-19 Pandemic,\u201d in ICETC 2021: 2021 13th International Conference on Education Technology and Computers<\/em>, 2021, pp. 347\u2013353, doi: https:\/\/doi.org\/10.1145\/3498765.3498819<\/a>.<\/li>\n
  7. Vasileva-Stojanovska, T. Malinovski, M. Vasileva, D. Jovevski, and V. Trajkovik, \u201cImpact of satisfaction, personality and learning style on educational outcomes in a blended learning environment,\u201d Learn. Individ. Differ.<\/em>, vol. 38, pp. 127\u2013135, 2015, doi: https:\/\/doi.org\/10.1016\/j.lindif.2015.01.018<\/a>.<\/li>\n
  8. Benson, Teaching and Researching Autonomy<\/em>, 2nd ed. London: Pearson Education., 2011.<\/li>\n
  9. Mutlu and B. Eroz-Tuga, \u201cThe Role of Computer-Assited Language Learning (CALL) in Promoting Student Autonomy,\u201d Eurasian Journal of Educational Research<\/em>. pp. 107\u2013122, 2013.<\/li>\n
  10. M. Chang, \u201cEnhancing web-based language learning through self-monitoring,\u201d J. Comput. Assist. Learn.<\/em>, vol. 23, no. 3, pp. 187\u2013196, 2007, doi: 10.1111\/j.1365-2729.2006.00203.x.<\/li>\n<\/ol>\n

    W.-Y. Hwang, H. S. L. Chen, R. Shadiev, R. Y.-M. Huang, and C.-Y. Chen, \u201cImproving English as a Foreign Language Writing in Elementary Schools Using Mobile Devices in Familiar Situational Contexts. Computer Assisted Language Learning,\u201d Comput. Assist. Lang. Learn.<\/em>, vol. 27, no. 5, pp. 359\u2013378, 2014, doi: https:\/\/doi.org\/10.1080\/09588221.2012.733711<\/a>.<\/p>\n

    T.-H. Nguyen, W.-Y. Hwang, X.-L. Pham, and T. Pham, \u201cSelf-experienced storytelling in an authentic context to facilitate EFL writing,\u201d Comput. Assist. Lang. Learn.<\/em>, vol. 35, no. 4, pp. 666\u2013695, 2022, doi: 10.1080\/09588221.2020.1744665.<\/p>\n

      \n
    1. Jiang and L. J. Zhang, \u201cCollaborating with \u2018Familiar\u2019 Strangers in Mobile-Assisted Environments: The Effect of Socializing Activities on Learning EFL Writing,\u201d Comput. Educ.<\/em>, 2020.<\/li>\n
    2. Raiyn, \u201cThe Role of Visual Learning in Improving Students\u2019 High-Order Thinking Skills,\u201d J. Educ. Pract. <\/em>, vol. 7, no. 24, pp. 115\u2013124, 2016, [Online]. Available: www.iiste.org<\/a>.<\/li>\n
    3. Wardaya, \u201cVisual Media as Assisting Instrument to Improve Students\u2019 Listening Ability,\u201d VCD(Journal Vis. Commun. Des.<\/em>, vol. 3, no. 1, pp. 1\u201312, 2018.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

      Yella Dezas Perdani Writing in English can be difficult, particularly for students learning English as a Foreign Language (EFL), who also frequently encounter language barriers. As a result, students’ writing activities must be engaging in order for them to enjoy the writing process. Diary writing is one option for teachers to help students participate in […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[289],"tags":[],"class_list":["post-13754","post","type-post","status-publish","format-standard","hentry","category-digital-language-learning-center"],"yoast_head":"\nEnglish Writing Skills and Technology | BINUS UNIVERSITY BANDUNG - Kampus Teknologi Kreatif<\/title>\n<meta name=\"description\" content=\"Binus kampus komunitas kreatif Bandung dengan visi membangun universitas yang berkelas dunia di tahun 2020 mendatang, sebagai langkah menuju visi tersebut, BINA NUSANTARA kampus komunitas kreatif mengambil suatu langkah mantap untuk membuka jaringan pendidikan di Kota Bandung.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/binus.ac.id\/bandung\/2024\/12\/english-writing-skills-and-technology\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"English Writing Skills and Technology | BINUS UNIVERSITY BANDUNG - 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