Effectiveness of using technology in learning english writing of legal english students of ho chi minh city university of law

MINISTRY OF EDUCATION AND TRAINING
HCMC UNIVERSITY OF LAW
FACULTY OF LEGAL LANGUAGES

GRADUATION THESIS
B.A. DEGREE IN ENGLISH

EFFECTIVENESS OF USING TECHNOLOGY IN
LEARNING ENGLISH WRITING OF LEGAL
ENGLISH STUDENTS OF HO CHI MINH CITY
UNIVERSITY OF LAW

Supervisor: Mrs. PHAM THI PHUONG ANH
Student: DUONG THI THU DAO
Student ID:1952202010011
Class: LE44A

Ho Chi Minh City, 2023


STATEMENT OF AUTHORITY
I hereby declare that this thesis represents my own work and has not been
previously included in a thesis or dissertation submitted to this or any other institution
for a degree, diploma, or other qualifications.
As the author of this study, I present myself as an up-and-coming specialist in
the field of the English language, with a particular interest in applying technology to
English writing instruction. As a senior in the Legal Faculty of Ho Chi Minh City
University of Law, I have amassed a vast amount of knowledge through the numerous
coursework and research assignments assigned to me throughout my academic career.
The combination of my theoretical and practical knowledge of language
learning and education within the context of the English language curriculum

positions me as an authority on the subject. In addition, my personal experience as a
student in the Legal Eglish Faculty has given me insight into the significance of
English writing in the future profession and what students may need to succeed in a
globally-oriented industry where proficiency in writing, among other essential skills,
is crucial.
As such, I present myself at this juncture as a respected partner willing to
collaborate with instructional professionals in the field to develop well-informed
strategies based on the study's findings and recommendations.
Ho Chi Minh City, June 21, 2023

Duong Thi Thu Dao

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ACKNOWLEDGEMENT
Even though I wrote my thesis, I wouldn't have been able to complete it without
the help of my friends and family. I am writing to express my gratitude to everyone
who has offered encouragement and support while I work on my thesis. My selfassurance has been bolstered, and my resolve strengthened by the comments,
recommendations, and praise I've received.
I owe outstanding gratitude to Mrs. Pham Thi Phuong Anh, my advisor, who
spent many hours helping me complete my thesis. Thesis work is already challenging
and time-consuming, and it would be much more so without the teacher's careful
supervision. Due to my lack of previous research experience at university, this project
is both an exciting and daunting opportunity.
In addition, I would like to express my appreciation to our current and former
instructors and the other lecturers in the Legal English department. All of our
instructors provided us with the most essential information in the field. In addition,
the instructors' energy is the primary reason I want to complete the thesis. As a
culminating experience in my undergraduate career, I want to do original research. I

would like to thank Mr. Luong Minh Hieu, our head teacher, for always responding
promptly to our queries. I'd also like to thank the faculty and staff at Ho Chi Minh
City University of Law and so many others.
Finally, I want to thank my loved ones for supporting me throughout my life,
keeping me safe, and allowing me to make this choice. When I'm most vulnerable,
my family is there to unconditionally love and cheer me on as I progress through life.
I owe a great debt of gratitude to my parents for providing me a first-rate place to
study and develop my skills.
So many people cheer me on at this critical turning point that I would be here
all day if I named everyone who has supported me in silence over the last several
months. Last but not least, I want to express my deepest gratitude to all the individuals

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I hold dearest, even if their names aren't included above, for helping me when I
needed it most and inspiring me to become the best version of myself.
June 27th, 2023 / Ho Chi Minh City

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ABSTRACT
The study investigates the effectiveness of technology in improving English
writing skills among students in the Legal Faculty at Ho Chi Minh City University of
Law. The research aims to identify the most effective form of technology for
improving English writing skills and to understand students' perceptions of using
technology for learning. Two main research questions guide this study: What is the
most effective application to improve English writing skills among Ho Chi Minh City
University of Law students? And, what are the perceptions of students at Ho Chi

Minh City University of Law about using technology to learn writing skills?
A survey and interviews were conducted with Legal Faculty students as part of
a mixed-methods study designed to address these issues. The survey data investigates
how frequently and effectively students use various technological applications to
enhance their command of the English language. In contrast, the interview data aims
to shed light on how students perceive the efficacy of such educational approaches.
After conducting research, the author concluded that Grammarly is the most
effective application for acquiring English writing skills among students of the Legal
English Faculty at Ho Chi Minh City University of Law. In addition, most students
positively perceive using technology to teach writing skills.
The outcomes of this study can potentially improve the teaching and learning of
English composition at the Legal English Faculty by recommending effective
technological combinations for this purpose. The findings also propose methods in
which English composition instructors may incorporate students' preferable
technological applications. In addition, the overarching objective of the research is to
improve communication between educators and their students by increasing the
latter's understanding of the former's attitudes towards the application of technology
to the study of English.

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TABLE OF CONTENTS
STATEMENT OF AUTHORITY ............................................................................. ii
ACKNOWLEDGEMENT ........................................................................................ iii
ABSTRACT ............................................................................................................... v
TABLE OF CONTENTS .......................................................................................... vi
LIST OF FIGURES .................................................................................................. ix
LIST OF ABBREVIATIONS .................................................................................... x
CHAPTER 1: INTRODUCTION .............................................................................. 1

1.1 Background to the Study .................................................................................. 1
1.2 Rationale .......................................................................................................... 2
1.3 Aims Of The Study .......................................................................................... 4
1.4 Scope of the Study ........................................................................................... 4
1.5 The Significance of the Study .......................................................................... 5
CHAPTER 2: LITERATURE REVIEW ................................................................... 6
2.1 Technology....................................................................................................... 6
2.1.1 What is technology? .................................................................................. 6
2.1.2 Technology in Learning English Language .............................................. 7
2.1.3. Forms of technology used to improve writing skills.............................. 12
2.1.3.1 Google Docs ..................................................................................... 12
2.1.3.2 Grammarly ....................................................................................... 13

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2.1.3.3 Electronic Portfolios ........................................................................ 13
2.1.3.4 Facebook .......................................................................................... 14
2.1.3.5 Moodle ............................................................................................. 14
2.1.3.6 Blog .................................................................................................. 15
2.1.3.7 Wiki .................................................................................................. 15
2.2 Writing Skills ................................................................................................. 16
2.2.1 Definition of writing skills ...................................................................... 16
2.2.2 Importance of writing skills .................................................................... 17
2.2.3 Challenges in learning writing skills ....................................................... 18
CHAPTER 3: METHODOLOGY ........................................................................... 21
3.1 Participants ..................................................................................................... 22
3.2 Study design .................................................................................................. 22
3.3 Data procedure ............................................................................................... 23
3.3.1 Data collection ........................................................................................ 23

3.3.2 Data Analysis .......................................................................................... 23
CHAPTER 4: RESULT ........................................................................................... 24
4.1. Research Question 1...................................................................................... 25
4.2. Research Question 2...................................................................................... 27
CHAPTER 5: CONCLUSION................................................................................. 35
5.1 Conclusion ..................................................................................................... 35

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5.2 Limitations of the Study ................................................................................. 35
5.3 Further Study.................................................................................................. 36
REFERENCES......................................................................................................... 37
APPENDIX .............................................................................................................. 46

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LIST OF FIGURES
Figure 1. In your opinion, writing skill is… ............................................................ 24
Figure 2.What is the most challenging stage when you write? ................................ 24
Figure 3.Do forms of technology (writing tools) help you in solving problems? ... 25
Figure 4. How often do you use forms of technology in learning writing skills? ... 26
Figure 5.Which is the most effective form of technology for learning writing skills?
.................................................................................................................................. 27
Figure 6. The advantages of using forms of technology in learning writing are… . 28
Figure 7.The disadvantage of using technology in learning writing is that… ......... 29
Figure 8. Do the advantages of using technology in learning writing outweigh its
disadvantages? ......................................................................................................... 32

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LIST OF ABBREVIATIONS
EFL: English as a Foreign Language
ESL: English as a Second Language

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CHAPTER 1: INTRODUCTION
1.1 Background to the Study
Friggard (2002), Miner (2004), and Timucin (2006) all concur that the use of
technology in the classroom contributes to the growth of both pedagogical practices
and students' understanding. The fundamental reason is that in today's environment,
knowledge is more accessible than ever because of the widespread availability of
technological tools. For example, recent data suggests 5 billion mobile phone users
globally (eWeek, 2017). Users may access any training and instructional content
whenever and wherever they choose, thanks to the proliferation of mobile devices
like PDAs, mobile phones, iPods, laptops, Tablet P.C.s, and wireless technologies
like Wi-Fi, Bluetooth, GPS, 3G, 4G, and satellite systems. With the advent of CALL
(computer-assisted language learning) programs and networked settings (e.g.,
Lafford, 2009), information technology has also played an essential part in learning
foreign languages.
Solanki and Shyamlee (2012) and Pourhosein Gilakjani (2017) agree that
technological advancements have altered language instruction practices. They said
that using technology in this way enables students to tailor their education to their
passions. Students' auditory and visual needs are met. Lam and Lawrence (2002) and
Pourhosein Gilakjani (2017) argue that students benefit from technology because it
allows them to personalize their Education and access resources that traditional

classrooms cannot provide.
The English language is now the most widely used and studied international
language. Rao (2019) claims that English's global reach has resulted in almost 360
million native and 500 million non-native speakers. Moreover, Szmigiera (2022) says
that English is spoken by around one-third of the world's population, or 1.5 billion
people. Nishanthi (2018) adds that English's usefulness has been recognized in fields
as diverse as medicine, engineering, and teaching. People all across the globe utilize
English as a foreign language to act as brokers of growth by sharing, exchanging, and

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acquiring information and expertise with one another. Each country's citizens should
be fluent in English if they are to benefit from these changes.
Writing is one of the four basic skills of English proficiency and is seen as "a
basic communication skill and a unique asset in the process of learning a language"
(Chastain, 1988, p. 244). As one of the four primary linguistic abilities that all
language students must acquire, Banat (2007) emphasized the importance of writing
to students' ability to communicate and grasp the interconnected nature of the
language's many components. Writing is both an internal and external process,
requiring one to think about what one wants and how to say it and then lay down
those thoughts in a manner that makes sense to the reader (Sokolik, 2003).
1.2 Rationale
As more and more cutting-edge tools become accessible in classrooms, it is vital
to assess how well they are being used (Iriti et al., 2016). Boosting student learning
outcomes, broadening access to education, and increasing student engagement are
just a few examples of the many reasons to include technology in the classroom
(Bower, 2017). In addition, several high-quality meta-analyses (Clark et al., 2016;
Merchant et al., 2014) find that technology usage has a constant, somewhat favorable
impact size.

In addition, some studies show the effectiveness of integrating technology in
learning and teaching languages, especially English. Students' abilities to synthesize
information, participate with digital material and challenging text, and use their
comments to express ideas were all enhanced when Shamburg and Craighead (2009)
had them use computer programs to remix video and audio from their lives with the
words of Shakespeare's plays. After incorporating new literacy practices into their
study of 1920s American literature, Gainer and Lapp (2010) concluded that such
initiatives had the "potential to expand students' understandings about race, history,
society, and their participation" (p. 60). Kimbell-Lopez et al. (2018) developed a
process for incorporating digital storytelling in the classroom. They argued that it

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"allows students to recognize and appreciate that they each have a story to tell and
that the classroom community would be incomplete without each" (p. 30).
Regarding writing skills, because of their importance in everyday life (Keshta,
2013), in the workplace (Keshta, 2013), and in the arts and sciences (So & Lee, 2013),
writing is often seen as a more complex language skill to acquire. It asks authors to
craft compositions that effectively express meaning via writing while satisfying strict
criteria for content, organization, structure, and mechanics (Brown, 2007). Due to a
lack of originality and proper understanding of English writing abilities, students of
English as a Second Language (ESL)/English as a Foreign Language (EFL) need help
properly articulating their thoughts on paper (Adas & Bakir, 2013). This makes the
writing process more challenging for all students. However, Melor & Nur (2011)
noted that the progress of ESL/EFL students in their command of the English
language could have been much better. Accordingly, So & Lee (2013) proposed that
one solution to this issue was to provide students with additional writing practice and
activities that targeted the parts of these abilities. Therefore, effective methods of
practice and instruction are necessary to improve students' written expression and

prepare them for future careers. As a result, several groups have sought ways to
facilitate the acquisition and maintenance of English composing abilities (Mourtaga,
2010).
As a result of the integration of technology in education, technology has
positively impacted English students' writing skills. Weblog-based procedures
(Azari, 2017), smartphones, handheld devices, and personal digital assistants
(Shadiev et al., 2017) are examples of cutting-edge tech that recently garnered
attention as valuable ways to enhance ELLs' writing abilities. In addition, according
to researchers, computer-supported collaborative writing settings, such as Facebook
(Dizon, 2016) and Google Docs (Abrams, 2016), have also been shown to improve
ELLs' writing abilities. In the same way, both Zou et al. (2016) and Wang (2015)
discovered that Wiki-based collaborative writing helped ELLs improve their writing
abilities. In addition, although seemingly straightforward, word-processing software
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has been demonstrated to favor ELLs more favorably than traditional note-taking
methods (Zhu et al., 2016).
Therefore, the author will concentrate on the effectiveness of technology used
in class to improve English writing skills at the Ho Chi Minh City University of Law
because students and graduates of the university are expected to have good English
writing skills to work and deal with documents in the international law field.
1.3 Aims Of The Study
The Industrial 4.0 era's advancements in information and communication
technology have significantly impacted the educational system worldwide,
particularly at universities and institutions of higher learning (Syakur, 2017).
Furthermore, specific educational technology applications have been demonstrated
to increase student learning outcomes (Schmid et al., 2014; Tamim et al., 2011).
Therefore, the study's first aim is to explore the most effective applications to improve
students' writing among numerous technological advances.

The authors will then discover the English students' perceptions about applying
technology in their learning process, especially in learning writing skills. From their
perception, the study will evaluate the effectiveness of integrating technology in
improving writing skills.
This study intends to achieve these goals by answering the following two
research questions:
1. What is the most effective form of technology to improve the English writing
skills of the Ho Chi Minh City University of Law students?
2. What are the perceptions of Legal English students at the Chi Minh City
University of Law about using technology to learn writing skills?
1.4 Scope of the Study
The thesis incorporates results from interviews and surveys administered to
Legal English students at Ho Chi Minh City University of Law, a school focusing on
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law education and training. The juniors and seniors who have completed the
university's requirements are expected to have good writing skills because of their
professions in law and their duties, such as writing for clients, briefs, contracts,
memorandums, motions, and more.
In addition, current students of the university are Generation Z. As M. Prensky
(2001) argues, no previous generation has grown up in an era when technology is so
freely accessible to children as today's Generation Z. Therefore, the authors chose
Legal English students of Ho Chi Minh City University of Law as research subjects.
1.5 The Significance of the Study
This thesis aims to identify, among the many forms of technology available to
students today for improving their writing, the one that has shown to be the most
widely utilized and effective. Readers who want to improve their English writing
skills will be exposed to beneficial feedback from students who use modern
technology.

In addition, students' perceptions about using technology to enhance their
English writing education will be allayed. The investigated application's effectiveness
may be shown via the students' tool use. Both educators and students can benefit from
the final finding to enhance effective learning and teaching using technology.

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CHAPTER 2: LITERATURE REVIEW
2.1 Technology
2.1.1 What is technology?
"Society and Technological Change" (Volti, 2009) provides a helpful
framework for thinking about what technology is and how it affects society. The book
by Volti (2009) defines technology as "a system created by humans that uses
knowledge and organization to produce objects and techniques for the attainment of
specific goals" (p. 6). According to this definition, examples such as the laser, the
television, and the computer are all technology.
These differences also inspire an early conception of technology in terms of
artificial functions, seeing technologies as beings producing desirable outcomes:
Technologies, by definition, are things that generate artificial functionalities.
Moreover, second, as a result of a problem-solving procedure geared towards the
future, one that represents the form of speech acts influenced by technological
desires:
Another definition is that technologies result from a problem-solving process
that alters the external environment to conform to an internal model to obtain an
artificially-motivated result.
The first definition is an engineer's viewpoint since it reflects how recently
graduated engineers see technologies: as tools for addressing specific challenges. The
second view, which reflects managers' desires to enhance the process, may be called
an innovation or technology management view. The names serve more as metaphors

than actual designations in both instances.
Artifacts, like software or organizational rules and regulations, are typical
examples of what this technique produces. "artificial" describes technologies'
purposeful, human-made character, while "function" describes how humans put them
to work. Automobiles serve their intended transportation purpose; medications alter
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biological processes; and screwdrivers turn screws. A human heart may pump blood,
but it is not technology since humans did not create it, and vice versa for waste, which
was created by humans but serves no useful purpose and hence cannot be considered
technology.
John Searle, whose language we use here, argues that functions are not inherent
to the universe but imposed by observers (also see Meijers, 2009). Planets, mountains,
and molecules all have an intrinsic nature that would persist without humanity. On
the other hand, imposed aspects of the world exist solely about observers' or users'
intentionality (i.e., the aboutness of mental states) (Searle, 1995, p. 6). So a
screwdriver is only a screwdriver because it was produced as a screwdriver, is used
as a screwdriver, or is seen as a screwdriver (ibid), even though it has inherent features
such as being composed of wood and metal. While it contributes nothing physically
to the item, this attribute adds an epistemologically objective quality.
These principles imply two-part thinking on technological objects is implied by
these principles (Searle, 1995; Meijers, 2009). The first functional component reflects
our expectations for the technology's performance. The latter accurately depicts the
underlying physical features that govern its behavior. The efficacy of pharmaceuticals
in curing illnesses and umbrellas in keeping you dry during a rainstorm are two
examples where the underlying physics plays a significant role.
What technology depends not on its inherent physics but on the purpose that is
placed on it? Even if a safety valve fails to prevent explosions due to a malfunction,
it is still a safety valve, as pointed out by Searle (1995, page 19). It would be

beneficial to shift from seeing technology as a collection of artifacts to viewing it as
a complex of artifacts and knowledge since imposed functions determine what
technologies are.
2.1.2 Technology in Learning English Language
Education is crucial in today's evolving environment. There is no denying the
interconnected nature of education, the economy, and society in today's "knowledge
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economy," "network society," or "information age." Therefore, most modern types of
education transformation and reform have been guided by two fundamental ideas and
values: first, that a knowledge economy demands an information-skilled workforce,
and second, that the path to an information-skilled society is through learning and
education. Consequently, the knowledge economy is "intrinsically related to
education," as Roger Dale (2005, p.118) explains. Education is framed as an ongoing
issue, true to the "lifelong learning" philosophy that incorporates formal and informal
learning opportunities at all stages of one's existence.
The importance of digital technology in education constitutes the basis of the
information era, the knowledge economy, and the digital society. It should come as
no surprise after this little overview that most experts consider digital technology an
integral part of today's educational systems. The debates that heated up in the 1980s
and 1990s over whether or not digital technology education should be mandatory
have been settled, sometimes referred to as the "issue of computer literacy."
Incorporating computers into K-12, higher education, and professional development
settings and the remote delivery of online courses and training has recently gained
general support as a necessary component of lifelong learning. The "informal"
learning methods inspired by broad interests, pastimes, and hobbies outside the
traditional curriculum also include digital technology and media as implicit parts.
Digital technology is becoming vital yet inconspicuous in educational settings and
arrangements worldwide.

According to Clint Wallington, when it comes to schools, "technology in
education" refers to applications of digital technologies in educational institutions or
systems.
According to Benjamin Herold, one computer is provided for every five
students in U.S. public schools, and other forms of technology are pervasive
throughout the educational system. They annually invest over $3 billion in online
media. There is now a nationwide push, spearheaded by the federal government, to

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connect even the most distant and rural schools to inexpensive broadband connections
and free online teaching tools. Also, in 2015–16, technology will give more statestandardized examinations for elementary and middle school students than paper and
pencil.
There is the thriving ed-tech sector, where large corporations and fledgling
businesses are fighting for an annual market for hardware and software that tops $8
billion. The "early adopters" are also highlighted: the schools, districts, and educators
making the most innovative and fruitful use of the available resources.
One of the most notable aspects of the last thirty years has been the steady
improvement of digital technology. Many observers have pointed to the rapid
expansion of digital technologies like computers, the Internet, and mobile phones as
a primary reason for the progress of societies all around the globe. "We know that
technology does not determine society; it is society," wrote Manuel Castells (2006,
page 3). As a result, the so-called "digital age" has brought about vast improvements
in the quality of life for many individuals. Eliminating some of the 'frictions' and
limitations of the natural world is seen as one of the numerous advantages of today's
digital era. There was significant discussion in the late 20th century about how
technology would lead to a "time-space compression," "death of distance," "end of
geography," and a preference for "virtual" over "material" arrangements. Like the
excitement around the telegraph, telephone, and steamship in the late nineteenth

century, many believed that digital technology would help redefine what it meant to
live and work in different parts of the globe.
However, "technology ineducation"n is sometimes confused with "educational
technology." The book Foundations of Educational Technology defines educational
technology as "the disciplined application of knowledge to improve learning,
instruction, and/or performance ." The term "educational technology" is also a broad
field encompassing various activities related to analyzing learning difficulties and
developing, deploying, evaluating, and managing effective solutions. The solutions

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to issues in the field of educational technology are shown by the many Learning
Resources that are created, chosen, and used to facilitate learning.
The use of technology in education has increasingly comprehensive the
tremendous advantages of accessibility along with communication for learning and
instruction, saving cost and time, flexible location, reducing terms of travel, and
making education more inclusive; however, just after the Covid19 pandemic
happened worldwide did the use of technology fully applied in the educational
system. School closures due to the COVID-19 epidemic mean children and their
parents must remain home during the day. However, with digital education
developments, students may continue their education from the comfort of their
homes. More than a million youngsters throughout the globe have completed their
education at home to gain valuable life skills and contribute to the long-term growth
of their communities (R.Iyeangar, 2020). Sustainable management has been
necessary for the education industry to adapt to the changes brought on by digital
transformation ( Emilio Abad-Segura et al., 2020).
These days, students use the Internet for schoolwork and extracurricular
activities alike (Al-Maroof et al., 2021). Students are utilizing ICTs to learn formally
and informally (Dabbagh & Kitsantas, 2012), and this is especially true when they

engage in constructivist activities with their classmates and teachers (Fridin, 2014).
The collaborative learning theory (Khalifa & Kwok, 1999; Lambropoulos et al.,
2012) agrees with this reasoning. Podcasts (Lin et al., 2013; Merhi, 2015), films
(Hung, 2016), and live-streaming technology (Payne et al., 2017) are all examples of
digital resources that students may utilize to learn. Consequently, Wang (2010)
argues that online education encourages collaborative learning. Students in a
computer-mediated classroom can better collaborate on projects, assess each other's
ideas, and keep tabs on each other's progress (Lambi, 2016; Sofano et al., 2015; Sung
et al., 2015).

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To better understand the academic or professional contexts that matter to
students and to provide them with realistic experiences from a socially situated
perspective, technology has offered vital tools for LSP. Research in LSP is "aimed at
a deeper knowledge of texts and contexts" (Belcher, 2004, p. 178), and the
affordances of technology help make that possible. Authentic texts, methods for
analyzing them, and channels of internet connection are all made available thanks to
technological advancements. It has also developed into a potent instrument for
helping students become fully integrated members of the discourse society. For
instance, Warschauer (2002) demonstrated that students could "network" into the
academic discourse community through a process of gradual apprenticeship made
possible by the Internet (i.e., the use of computer-mediated communication for
classroom collaboration and further participation in authentic networks inside the
broader dis- course community). Given the widespread usage of online
communication in academic and professional communities, the Internet represents a
teaching instrument and a learning objective (see Warschauer, 2002).
The Internet has also changed how we question LSP resources' reliability and
accuracy. The trend towards sharing open-access materials further emphasizes its

ability to enable unrestricted access to various text formats and fields of expertise. As
a result, students learning a language other than their native tongue have access to
scholarly and professional discussion boards and other internet resources. However,
as Garrett (2009) pointed out, using legitimate online materials alone does not
constitute CALL; instead, the natural integration of technology requires the complex
process of devising assignments that make the most of such materials. In the EAP
textbook by Barahona and Arno (2001), for instance, students were given examples
of tasks that required both critical thinking and language awareness by having them
research and evaluate disciplinary- and education-specific resources while reflecting
explicitly on language and genre features.
Arno, Soler, and Rueda (2006b) examined the relationship between LSP and
student characteristics and came up with a list of potential areas for technological
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integration, including (a) analyzing specialized language and genres, (b) online
communication, (c) CALL applications, (d) distance and blended learning, and (e)
student autonomy.
2.1.3. Forms of technology used to improve writing skills
2.1.3.1 Google Docs
Google Docs may be used with other online learning tools, particularly
synchronous learning. This application offers instantaneous document editing,
including spelling and punctuation corrections. Users may also write together thanks
to this feature. Therefore, Google Docs helps EFL students improve their writing
(Valizadeh, 2022), allows them to collaborate (Handayani & Amelia, 2021; Hsu,
2020), and showcases fantastical events (Hidayat, 2020). The evidence suggests that
using Google Docs fosters a productive classroom setting. EFL students have also
shown enthusiasm for using Google Docs in the classroom. According to research by
Zaky (2021), students are often receptive to using Google Docs because of the
constructive criticism they get. Students responded favorably to collaborative essay

writing on Google Docs (Handayani & Amelia, 2021). According to Hoang & Hoang
(2022), students found that collaborative Google Docs editing helped them develop
their academic English writing skills.
In research by Lin et al. (2016), students found that making quick edits and
seeing previous versions of their work was helpful. Undoubtedly, Google Docs is a
helpful tool that may help students improve their writing. Alharbi (2019), Ishtaiwa
and Aburezeq (2015), Bradley and Thousn (2017), and Ebadi and Rahimi (2017) have
all cited Google Docs as a possible technology for e-feedback practices. These studies
show that Google Docs may be an effective tool for collaborative writing and editing
among students since it allows them to create, share, and revise documents in real
time. Teachers and students may also use the commenting and replying features to
exchange textual feedback (Alharbi, 2019). Alharbi (2019) found that students used
Google Docs written comments to respond to criticism in various ways, such as

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explaining, questioning, clarifying, agreeing, disagreeing, and verifying their
comprehension. As long as there is an Internet connection, students may also have
their edited texts immediately saved.
2.1.3.2 Grammarly
Research shows that users who use Grammarly daily see gains in their writing
skills. For instance, Marliyanda, Wachyudi, and Kartini (2022) discovered that using
Grammarly may be helpful while writing English theses in Indonesia, a nation with a
population of several languages. They concluded that using Grammarly can help one
improve their written English, especially in areas such as switching from passive to
active voice, using articles and determiners correctly, recognizing signs of plagiarism,
and correctly aligning verbs. Furthermore, using Grammarly to provide formative
feedback to students learning a foreign language also influenced Ambarwati's study.
Besides, Huong's (2023) survey on the effects of English writing aids showed that

100 out of 160 respondents saw value in using Grammarly. Moreover, the students
felt their writing improved after using these online English writing resources.
2.1.3.3 Electronic Portfolios
Research (by Sayed (2012)) looked at how electronic portfolios helped secondyear prep school students improve their English writing. Nader El-Riyadh
Preparatory School provided the sample population (n=60). The 60 students were
split evenly between the control and experimental groups of the same size. Students
in the control group did not get teacher feedback or supervision while using the
website, whereas those in the experimental group did. Information was gathered via
a test given once the writing was completed. The results showed that the experimental
group's mean score was significantly higher than the control group's mean score at
the (0.0 1) level of statistical significance. Second-year prep school students saw
significant gains in their writing abilities after using the electronic portfolio.

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2.1.3.4 Facebook
Shih (2011) looked into how well a blended teaching strategy, in which
"Facebook" and peer evaluation are incorporated into traditional methods, could
improve student learning in a college-level English composition course. Twentythree first-year English majors at a Taiwanese technological university took part, all
enrolled in an English writing class for eighteen weeks. The research incorporated
both quantitative and qualitative methods. Pre- and post-tests in English composition,
a student-created survey questionnaire, and in-depth interviews were used to collect
data. The results suggested that using Facebook for peer assessment in English
writing lessons at the university level could be a fun and fruitful way to improve
students' writing skills. Cooperative learning complements traditional classroom
instruction to help students learn and practice effective English writing. Furthermore,
incorporating "Facebook" into the classroom has been shown to increase students'
engagement and enthusiasm.
2.1.3.5 Moodle

Numerous researchers have considered Moodle for ESL/EFL writing classes.
Most of this research shows that students' writing improves after participating in the
online session. Al Fiky (2011), Behlol (2009), Garrison and Vaughan (2008), page
178, and Keshta and Harb (2013), page 211 all conducted studies demonstrating the
efficacy of Moodle-based blended learning in enhancing students' proficiency in
writing in English. In Nagatomo's (2006) one-semester writing class for twenty-two
English majors, he used action research to get more writing out of his students by
having them use Moodle. In addition to enhancing students' daily engagement in
developing online homepages for discussion with classmates and self-study, the
research shows that utilizing Moodle positively affects students' rising writing
production.

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2.1.3.6 Blog
Blogs are a powerful online resource for EFL educators looking to foster student
writing development. Many studies have shown Blogs (e.g., Sun, 2009 and Lee,
2010) to improve students' writing, feeling of community, ability to express
themselves, and critical and analytical thinking in the classroom. Weblogs can
improve English in the context of ESP, according to the findings of a study conducted
by Arani (2005) on the topic among non-native speakers at Kashan University of
Medical Sciences in Iran. The students preferred writing on the weblog to more
traditional methods.
These results are consistent with Pardede's (2011) research on BALL (Blog
Assisted Language Learning) as an auxiliary component in enhancing students'
writing abilities at the Christian University of Indonesia. According to the results,
most participants found the concept of BALL as a writing development tool intriguing
and valuable. More than half said they had increased their writing output after joining
BALL. The online resources (legitimate articles, writing guides) they had easy access

to while blogging helped them immensely. Other students' work served as a "mirror"
to look for mistakes and correct them. Respondents were most inspired to keep
contributing to the blog because they knew their words would reach readers all around
the globe. This realization prompted them to double-check their grammar and
spelling.
2.1.3.7 Wiki
Wiki is another useful educational tool that ELT teachers may utilize to help
their students improve their writing. Students at a private language school in Brazil
tried out Wikis as a tool for teaching English as a foreign language (EFL) at the lowintermediate level. The information was compiled from two Wiki entries, and eight
multiple-choice questions were answered in an online survey. In a group
environment, members used the Wiki to correct one another's work. The findings

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