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Nexus of Essay Writing and Computer-Assisted Language Learning (CALL) in English Language Classroom

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Title: Nexus of Essay Writing and Computer-Assisted Language Learning (CALL) in English Language Classroom
Language: English
Authors: Umbreen Tariq
Source: Interactive Technology and Smart Education. 2025 22(1):103-133.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 31
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Assisted Instruction, Second Language Learning, Second Language Instruction, English (Second Language), Writing (Composition), Writing Improvement, Essays, Foreign Countries, College Students, Language Proficiency, Paragraph Composition, Academic Language, Educational Technology
Geographic Terms: Pakistan
DOI: 10.1108/ITSE-12-2023-0246
ISSN: 1741-5659
1758-8510
Abstract: Purpose: This study aims to explore computer-assisted language learning (CALL) activities to improve the English essay writing of Pakistani university students. It highlights the role of CALL in the language proficiency model cognitive academic language proficiency (CALP), which can enable second language learners to engage in more critical thinking skills effectively. Furthermore, it aims to explore English language teachers' experience about the use of CALL-based activities in English language classrooms or labs. Design/methodology/approach: This study followed a pre-post study design to examine whether the structure of an essay and computer-based activities helped to improve English language proficiency among non-native speakers. This design is adopted to investigate the effects of CALL activities on students' English essays. This study used data from 198 students and after this, four English teachers were interviewed to know their opinions and observations about these CALL-based activities and students' essay writings. Pre- and post-test data was analysed in percentages and further examined through a t-test. The findings of teachers' interviews were further analysed through Nvivo software to develop an understanding of research questions through significant themes. Findings: The pre-test results confirmed that students' language proficiency is underdeveloped and informal. Students needed help constructing introductory paragraphs with the reader's hook, background information, three-point thesis statement and transitional hook. Whereas, post-test results showed that students' English language proficiency in essay writing was found improved with the use of technological tools and CALL-based activities. Furthermore, it was observed that structure and teacher feedback in essay writing are vital for English proficiency. Originality/value: This study benefits English language teachers, administrators, language policymakers and syllabus designers at colleges and universities. The debate over how to improve English language proficiency and academic achievement presents diverse challenges across several countries. Non-native speakers, at an undergraduate level, can significantly improve academically and become proficient in English essay writing with the help of structural guidelines and the use of educational technology. This article demonstrates a two-way process to improve an objective definition of English language development, which is conceivable if the technology is adopted.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457995
Database: ERIC
FullText Text:
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  Data: Nexus of Essay Writing and Computer-Assisted Language Learning (CALL) in English Language Classroom
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Technology+and+Smart+Education%22"><i>Interactive Technology and Smart Education</i></searchLink>. 2025 22(1):103-133.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1108/ITSE-12-2023-0246
– Name: ISSN
  Label: ISSN
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  Data: 1741-5659<br />1758-8510
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study aims to explore computer-assisted language learning (CALL) activities to improve the English essay writing of Pakistani university students. It highlights the role of CALL in the language proficiency model cognitive academic language proficiency (CALP), which can enable second language learners to engage in more critical thinking skills effectively. Furthermore, it aims to explore English language teachers' experience about the use of CALL-based activities in English language classrooms or labs. Design/methodology/approach: This study followed a pre-post study design to examine whether the structure of an essay and computer-based activities helped to improve English language proficiency among non-native speakers. This design is adopted to investigate the effects of CALL activities on students' English essays. This study used data from 198 students and after this, four English teachers were interviewed to know their opinions and observations about these CALL-based activities and students' essay writings. Pre- and post-test data was analysed in percentages and further examined through a t-test. The findings of teachers' interviews were further analysed through Nvivo software to develop an understanding of research questions through significant themes. Findings: The pre-test results confirmed that students' language proficiency is underdeveloped and informal. Students needed help constructing introductory paragraphs with the reader's hook, background information, three-point thesis statement and transitional hook. Whereas, post-test results showed that students' English language proficiency in essay writing was found improved with the use of technological tools and CALL-based activities. Furthermore, it was observed that structure and teacher feedback in essay writing are vital for English proficiency. Originality/value: This study benefits English language teachers, administrators, language policymakers and syllabus designers at colleges and universities. The debate over how to improve English language proficiency and academic achievement presents diverse challenges across several countries. Non-native speakers, at an undergraduate level, can significantly improve academically and become proficient in English essay writing with the help of structural guidelines and the use of educational technology. This article demonstrates a two-way process to improve an objective definition of English language development, which is conceivable if the technology is adopted.
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        Value: 10.1108/ITSE-12-2023-0246
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      – Text: English
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        PageCount: 31
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    Subjects:
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Writing Improvement
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      – SubjectFull: Essays
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Pakistan
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      – TitleFull: Nexus of Essay Writing and Computer-Assisted Language Learning (CALL) in English Language Classroom
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