Application of ICT to Enhance Writing Skill: A Qualitative Study

Rohmatul Janah; Tusino; Puspa Dewi

Authors

Rohmatul Janah Universitas Muhammadiyah Purworejo
Tusino Universitas Muhammadiyah Purworejo
Puspa Dewi Universitas Muhammadiyah Purworejo

Keywords:

ICT Integration, Writing Skills, Vocational Education, Collaborative Learning, Digital Feedback

Abstract

This study investigates the application of Information and Communication Technology (ICT) to enhance students’ writing skills in a vocational school setting. Conducted with 32 eleventh-grade students in the Computer Network Engineering program at SMK Pancasila 1 Kutoarjo, this qualitative descriptive research employed classroom observation, questionnaires, and semi-structured interviews to gather data. Findings reveal that ICT integration significantly improves students’ writing proficiency by fostering engagement, expanding vocabulary and grammar accuracy, and reducing writing anxiety through collaborative platforms. Students reported that ICT tools make writing more interesting, promote autonomy, and increase motivation. However, challenges such as limited internet connectivity, insufficient devices, and uneven digital literacy were also identified. Overall, the study concludes that ICT has great potential to support effective writing instruction in vocational schools, provided that infrastructural and pedagogical challenges are adequately addressed. Future research is recommended to explore hybrid ICT-based approaches and long-term impacts on academic writing performance.

Downloads

Download data is not yet available.

References

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). Pearson Longman.https://doi.org/10.4324/9781315837744

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications. https://doi.org/10.1177/1094428114558262

Harmer, J. (2001). The practice of English language teaching. Longman. https://doi.org/10.4324/9781315836020

Huang, R., Spector, J. M., & Yang, J. (2019). Educational technology: A primer for the 21st century. Springer. https://doi.org/10.1007/978-981-13-6643-7

Kusumaryani, W., Musthafa, B., & Purnawarman, P. (2019). The influence of mobile applications on students’ speaking skill and critical thinking in English language learning. Journal of Physics: Conference Series, 1193(1), 012008. https://doi.org/10.1088/1742-6596/1193/1/012008

Natsir, R. Y. (2016). Improving students’ speaking ability by using synchronous communication strategy. Exposure: Jurnal Pendidikan Bahasa dan Sastra Inggris, 5(2), 130–144. https://doi.org/10.26618/ejpbi.v5i2.844

Rivers, W. (2004). Interactive language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9781139524599

Saripudin, T., Dwimaulidiyanti, A., & Sapitri, S. N. M. (2020). The implementation of Orai application in teaching speaking to senior high school students. Proceedings of the International Conference on Education of Suryakancana, 115–118. https://doi.org/10.1088/1742-6596/1193/1/012008

Tamhane, K. D., Deshmukh, A., & Pathak, P. (2015). Mobile learning applications. International Journal of Computer Applications, 120(15), 3–6. https://doi.org/10.5120/21380-3964

Thornbury, S. (2005). How to teach speaking. Pearson Education. https://doi.org/10.4324/9781315836020

Cao, Z., Yu, S., & Huang, J. (2022). Online peer feedback in EFL writing: A review of empirical research. Frontiers in Psychology, 13, 1035803. https://doi.org/10.3389/fpsyg.2022.1035803

Dewi, A. P. (2022). Students’ perceptions of Grammarly as an automated writing evaluation tool in L2 writing. Lingua Cultura, 16(2), 189–196. https://doi.org/10.21512/lc.v16i2.8315

Ding, L., Zhang, D., & Wei, Z. (2024). Automated writing evaluation systems in second language writing: A systematic review of Grammarly, Pigai, and Criterion. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12402-3

Dizon, G. (2024). A systematic review of Grammarly in L2 English writing instruction. Cogent Education, 11(1), 2397882. https://doi.org/10.1080/2331186X.2024.2397882

Kerman, B. (2024). Predictors of offering reciprocal peer feedback in EFL online classes. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12273-8

Li, Y., Wang, X., & Dong, H. (2023). The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners. Frontiers in Psychology, 14, 1165221. https://doi.org/10.3389/fpsyg.2023.1165221

Rahimi, M., & Fathi, J. (2021). Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: A mixed-methods study. Computer Assisted Language Learning, 35(11), 2627–2674. https://doi.org/10.1080/09588221.2021.1888753

Sari, E. K., Chai, C. S., & Hsu, H. (2024). Building students’ digital feedback literacy in online formative assessment: A systematic review. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.13004

Su, F., & Zou, D. (2022). Technology-enhanced collaborative language learning: Theoretical foundations, technologies, and implications. Computer Assisted Language Learning, 35(1–2), 1–28. https://doi.org/10.1080/09588221.2020.1831545

Wei, P., Wang, X., & Dong, H. (2023). The impact of automated writing evaluation on second language writing skills of Chinese EFL learners: A randomized controlled trial. Frontiers in Psychology, 14, 1249991. https://doi.org/10.3389/fpsyg.2023.1249991

Zhai, N., & Ma, X. (2023). The effectiveness of automated writing evaluation on L2 writing: A meta-analysis. Journal of Educational Computing Research, 61(4), 1063–1092. https://doi.org/10.1177/07356331221127300

Huang, R., Spector, J. M., & Yang, J. (2019). Educational technology: A primer for the 21st century. Springer. https://doi.org/10.1007/978-981-13-6643-7

Hussain, S. (2018). Teaching speaking skills in communication classroom. International Journal of English and Education, 3(3), 31–40. https://doi.org/10.20431/2454-9479.0303003

Kusumaryani, W., Musthafa, B., & Purnawarman, P. (2019). The influence of mobile applications on students’ speaking skill and critical thinking in English language learning. Journal of Physics: Conference Series, 1193(1), 012008. https://doi.org/10.1088/1742-6596/1193/1/012008

Natsir, R. Y. (2016). Improving students’ speaking ability by using synchronous communication strategy. Exposure: Jurnal Pendidikan Bahasa dan Sastra Inggris, 5(2), 130–144. https://doi.org/10.26618/ejpbi.v5i2.844

Rivers, W. (2004). Interactive language teaching. Cambridge University Press. Saripudin, T., Dwimaulidiyanti, A., & Sapitri, S. N. M. (2020). The implementation of Orai application in teaching speaking to senior high school students. Proceedings of the International Conference on Education of Suryakancana, 115–118.

Tamhane, K. D., Deshmukh, A., & Pathak, P. (2015). Mobile learning applications. International Journal of Computer Applications, 120(15), 3–6. Thornbury, S. (2005). How to teach speaking. Pearson Education.