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 |
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| 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 |
| 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. |
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| ISSN: | 1741-5659 1758-8510 |
| DOI: | 10.1108/ITSE-12-2023-0246 |
