Exploring the Effects of Digital Writing Software on Pre-Service Teachers' ESL Academic Writing
Saved in:
| Title: | Exploring the Effects of Digital Writing Software on Pre-Service Teachers' ESL Academic Writing |
|---|---|
| Language: | English |
| Authors: | Kee Li Li |
| Source: | Anatolian Journal of Education. 2025 10(2):171-184. |
| Availability: | Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Language Teachers, English (Second Language), Second Language Instruction, Writing Instruction, Academic Language, Computer Software, Technology Uses in Education, Educational Technology, Writing Improvement, Student Attitudes, Foreign Countries |
| Geographic Terms: | Malaysia |
| ISSN: | 2547-9652 |
| Abstract: | The preparation of pre-service teachers (PSTs) for future English as a second language (ESL) writing instruction requires not only strong writing knowledge but also effective pedagogical practices. Despite growing interest in digital technologies, little is known about how digital writing tools can support PSTs' academic writing development. Addressing this gap, this study explores the effects of digital writing software on pre-service teachers' ESL academic writing. Grounded in Vygotsky's social constructivism theory, 20 PSTs in their second semester of a one-year foundation program for the Bachelor of Teaching (TESL) at one Institute of Teacher Education (ITE) in Malaysia engaged in White and Arndt's (1991) process approach to writing, integrated with Elola and Oskoz's (2017) digital literacies framework. Participants produced academic writing projects (i.e., digital writings) through e-book publication, combining textual and visual elements via digital writing software. Using a deductive approach and qualitative content analysis of reflective journal entries (n = 20) and semi-structured interviews (n = 6), the study identified seven major themes. Four positive themes emerged are better-managed process writing, increased writing motivation, ease of process writing, and increased recursion of process writing while three challenges were noted: insufficient tool features, technical issues, and time constraints. Findings indicate that digital writing software can meaningfully affect the preservice teachers' ESL academic writing, although technical limitations require careful instructional planning. These results contribute to the evolving discourse on digital writing pedagogies and suggest avenues for future research on sustainable technology integration in ESL teacher education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484737 |
| Database: | ERIC |
| Abstract: | The preparation of pre-service teachers (PSTs) for future English as a second language (ESL) writing instruction requires not only strong writing knowledge but also effective pedagogical practices. Despite growing interest in digital technologies, little is known about how digital writing tools can support PSTs' academic writing development. Addressing this gap, this study explores the effects of digital writing software on pre-service teachers' ESL academic writing. Grounded in Vygotsky's social constructivism theory, 20 PSTs in their second semester of a one-year foundation program for the Bachelor of Teaching (TESL) at one Institute of Teacher Education (ITE) in Malaysia engaged in White and Arndt's (1991) process approach to writing, integrated with Elola and Oskoz's (2017) digital literacies framework. Participants produced academic writing projects (i.e., digital writings) through e-book publication, combining textual and visual elements via digital writing software. Using a deductive approach and qualitative content analysis of reflective journal entries (n = 20) and semi-structured interviews (n = 6), the study identified seven major themes. Four positive themes emerged are better-managed process writing, increased writing motivation, ease of process writing, and increased recursion of process writing while three challenges were noted: insufficient tool features, technical issues, and time constraints. Findings indicate that digital writing software can meaningfully affect the preservice teachers' ESL academic writing, although technical limitations require careful instructional planning. These results contribute to the evolving discourse on digital writing pedagogies and suggest avenues for future research on sustainable technology integration in ESL teacher education. |
|---|---|
| ISSN: | 2547-9652 |
