Integration of Technology in EFL Writing Instruction: A Systematic Review of Insights from SIELE Journal Articles
DOI:
https://doi.org/10.59175/pijed.v3i2.317Keywords:
EFL Writing, Systematic Review, Technology IntegrationAbstract
This systematic review examines the integration of technology in English as a Foreign Language (EFL) writing instruction, focusing on articles published in the SIELE Journal from 2019 to 2024. Utilizing the PRISMA methodology, the study synthesizes findings on the effectiveness of digital tools in enhancing EFL writing skills. The analysis indicates that technology significantly boosts student engagement, writing proficiency, and the quality of feedback provided to learners, making the learning process more interactive and conducive to writing development. However, several challenges impede the full potential of technology integration, such as varying levels of digital literacy among students and educators, inconsistent access to technology and internet, and the need for comprehensive teacher training programs. Addressing these issues is crucial for maximizing the benefits of technology in EFL writing instruction. By overcoming these barriers, educators can better leverage digital tools to improve educational outcomes, equipping students with essential skills for success in an increasingly digital world. This research underscores the transformative role of technology in modern education.
References
Alkhuzaee, T. M., Al-Qahtani, A. M., & Al-Jewair, T. (2019). Factors affecting English academic writing proficiency: EFL learners' perspectives. Journal of Language Teaching and Research, 10(2), 420-428. https://doi.org/10.17507/jltr.1002.16
Almansour, N., & Al-Ahdal, A. A. (2020). Impact of blended learning on EFL students' performance. International Journal of Applied Linguistics & English Literature, 9(1), 31-40. https://doi.org/10.7575/aiac.ijalel.v.9n.1p.31
Ariani, F., Kustati, M., Reflianto, Yanti, N., & Wandi, J. I. (2024). The effect of flipped digital classroom and student engagement on English writing skills. Studies in English Language and Education, 11(2), 976-997. https://doi.org/10.24815/siele.v11i2.23440
Byrne, D. (2020). Teaching Writing Skills. Longman.
Chun, D. M., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64-80. https://doi.org/10.1111/modl.12302
Dancsa, D., Štempeľová, I., Takáč, O., & Annuš, N. (2023). Digital tools in education. International Journal of Advanced Natural Sciences and Engineering Researches, 7(4), 289-294. https://doi.org/10.59287/ijanser.717
Fareed, M., Ashraf, A., & Bilal, M. (2016). The effect of flipped digital classroom and students’ engagement on English writing skills. Journal of Education and Practice, 7(10), 12-21.
Ghazizadeh, T., & Fatemipour, H. R. (2017). The impact of blended learning on EFL learners' writing proficiency. Journal of Language Teaching and Research, 8(3), 606-614. https://doi.org/10.17507/jltr.0803.21
Haleem, A., Javaid, M., Khan, I. H., & Vaishya, R. (2022). Effects of digital technology on education: A review. Journal of Educational Technology & Society, 25(2), 1-12.
Hyland, K. (2019). Second Language Writing. Cambridge University Press.
Inderawati, R., Eryansyah, Vianty, M., Zuraida, Hayati, R., Muthmainnah, & Putri, E. (2024). Exploring collaborative scriptwriting and virtual drama performance: Enhancing English language education through technology integration. Studies in English Language and Education, 11(2), 999-1024.
Krishnapatria, K., Kurniati, N. I., & Saefullah, H. (2019). Engaging students in writing recount text through Google Maps. Journal of Education and Social Sciences, 5(1), 81-92.
Kumarasamy, P., Karpudewan, M., & Sivam, N. S. (2020). Effectiveness of blended learning in improving students' motivation and learning achievement in the context of technology-based instruction. Journal of Education and Practice, 11(3), 79-87.
Lestari, Setyowati, & Sukmawan, S. (2021). News as authentic materials to improve essay writing in a hybrid learning setting. Studies in English Language and Education, 9(1), 97-111.
McGuinness, C., & Fulton, C. (2019). Digital literacy in higher education: Factors affecting integration and innovation. Journal of Educational Technology & Society, 22(3), 85-97.
Muslem, A., Marhaban, S., Gani, S. A., Hamdalah, S., Amalia, D., & Hankinson, E. (2024). The contribution of online multimodal feedback-based weblogs toward students’ writing skills enhancement. Journal of Language Teaching and Research, 11(2), 345-363. https://doi.org/10.24815/siele.v11i2.24830
Rahmi, R., Amalina, Z., Andriansyah, & Rodgers, A. (2024). Does it really help? Exploring the impact of AI-generated writing assistant on the students’ English writing. Journal of Language Teaching and Research, 11(2), 450-467.
Saragih, E., Zein, T. T., & Sumbayak, D. M. (2023). Contextualizing corrective feedback in scientific writing through online learning platforms. Journal of Language Teaching and Research, 10(1), 101-113. https://doi.org/10.24815/siele.v10i1.23041
Sundari, H., & Febriyanti, R. H. (2023). Collective scaffolding in virtual collaborative writing: A study during emergency remote teaching in Indonesia. Journal of Language Teaching and Research, 11(2), 312-330. https://doi.org/10.24815/siele.v11i2.23435
Yadav, N. (2024). The Impact of Digital Learning on Education. International Journal of Multidisciplinary Research in Arts Science and Technology, 2(1), 2584-0231. https://doi.org/10.61778/ijmrast.v2i1.34
Yu, S., Jiang, L., & Zhou, N. (2023). The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research, 27(4), 958-973. https://doi.org/10.1177/1362168820957024
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Desti Angraini, Urip Sulistiyo, Eddy Haryanto, Yasir Riady
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
