Improving Students Academic Writing Quality by Using ICT Online Tools at English Tadris Study Program in IAIN Curup

Authors

  • Jumatul Hidayah Institut Agama Islam Negeri Curup, Indonesia
  • Prihantoro Prihantoro Institut Agama Islam Negeri (IAIN) Curup, Indonesia
  • Eka Apriani Institut Agama Islam Negeri (IAIN) Curup, Indonesia
  • Atul Bansilal Patil MIT Art, Design and Technology University, India
  • Ahmed J. Obaid University of Kufa, Iraq
  • Alesa Durgayan Armenian State Pedagogical University after Kh. Abovyan, Armenia
  • Zulihi Zulihi IAIN Fattahul Muluk Papua, Indonesia

DOI:

https://doi.org/10.29240/ef.v8i1%20May.10201

Keywords:

English academic writing, ICT online tools, English learning, English students

Abstract

The complexities of academic writing need the efficient use of ICT tools to assist English students in writing. The current study focused on the above discussion. The purpose of this study was to investigate the usage of ICT tools for English academic writing, as well as their usefulness. 50 students from IAIN Curup's English department were recruited to participate. This study's data were gathered using an explanatory sequential mixed-method design via questionnaires, interviews, and student artifacts. Data were examined using both quantitative and qualitative criteria. In terms of ICT tools, this study discovered that students used a variety of online resources to improve the quality of their academic writing, including citation tools, search engines, editing tools, translation tools, monolingual and bilingual dictionaries, and a bilingual concordancer. In terms of the usefulness of ICT tools, this study discovered that online resources benefited students in a variety of ways when conducting their English academic writing assignments. As a result, using editing software, students were able to maintain proper grammar and sentence flow. The translation tool was another great resource that enabled students to broaden their vocabulary in order to speak successfully in a range of situations and registers. Students can learn more by utilizing search engines on their own. They could uncover statistics to back up their writing. In a nutshell, the use of digital tools improved the quality of students' English academic writing.

Downloads

Download data is not yet available.

References

Andreasen, L. B., Winther, F., Hanghøj, T., & Larsen, B. (2014). COLWRIT - collaborative online writing in google docs: Presenting a research design. Proceedings of the European Conference on E-Learning, ECEL, 2014-Janua, 692–695.

Austin, A. E. (2002). Preparing the Next Generation of Faculty. Journal of Higher Education, 73(1), 94–122. https://doi.org/10.1177/1524838007301163

Bailey, R. (2008). Academic Staff Perceptions of the Role and Utility of Written Feedback on Students’ Written Work. Zeitschrift Schreiben.

Bailey, R. (2019). Student Writing and Academic Literacy Development at University. Journal of Learning and Student Experience │, 1(7), 1–12.

Béjoint, H. (1981). The foreign student’s use of monolingual English dictionaries: A study of language needs and reference skills. Applied Linguistics, 2(3), 207–222. https://doi.org/10.1093/applin/2.3.207

Byrnes, H. (2013). Positioning writing as meaning-making in writing research: An introduction. Journal of Second Language Writing, 22(2), 95–106. https://doi.org/10.1016/j.jslw.2013.03.004

Castro Sánchez, J. J., & Chirino Alemán, E. (2011). Teachers’ opinion survey on the use of ICT tools to support attendance-based teaching. Computers and Education, 56(3), 911–915. https://doi.org/10.1016/j.compedu.2010.11.005

Chan, A. Y. W. (2012). Cantonese ESL learners’ use of grammatical information in a monolingual dictionary for determining the correct use of a target word. International Journal of Lexicography, 25(1), 68–94. https://doi.org/10.1093/ijl/ecr014

Coffin, C., & Donohue, J. P. (2012). English for Academic Purposes: Contributions from systemic functional linguistics and Academic Literacies. Journal of English for Academic Purposes, 11(1), 1–3. https://doi.org/10.1016/j.jeap.2011.11.008

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. In Research Methods in Education. Routledge. https://doi.org/10.4324/9780203029053-23

Cohen, L., Manion, L., & Morrison, K. (2018). Research Method in Education (8th ed.). Routledge.

Cooper, A., & Bikowski, D. (2007). Writing at the graduate level: What tasks do lecturers actually require? Journal of English for Academic Purposes, 6(3), 206–221. https://doi.org/10.1016/j.jeap.2007.09.008

Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry & Research Design Choosing Among Five Approaches (4th ed.). Sage Publications, Inc.

Douglas, J. (2015). Developing an English for Academic Purpose Course for L2 Graduate Student in the Sciences. Across the Disciplines, 12(3), 1–14. https://doi.org/10.37514/atd-j.2015.12.3.07

Dziemianko, A. (2010). Paper or electronic? the role of dictionary form in language reception, production and the retention of meaning and collocations. International Journal of Lexicography, 23(3), 257–273. https://doi.org/10.1093/ijl/ecp040

Flowerdew, J. (2000). Discourse Community, Legitimate Peripheral Participation, and the Nonnative-English-Speaking Scholar. TESOL Quarterly, 34(1), 127. https://doi.org/10.2307/3588099

Flowerdew, J. (2013). Academic Disourse. In J. Flowerdew (Ed.), Academic Discourse. Routledge. https://doi.org/10.4324/9781315838069-20

Flowerdew, J., & Wang, S. H. (2015). Identity in academic discourse. Annual Review of Applied Linguistics, 35(October), 81–99. https://doi.org/10.1017/S026719051400021X

Gebhard, M., Chen, I. A., Graham, H., & Gunawan, W. (2013). Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education. Journal of Second Language Writing, 22(2), 107–124. https://doi.org/10.1016/j.jslw.2013.03.005

Ghavifekr, S., Kunjappan, T., Ramasamy, L., Anthony, A., & My, E. (2006). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers’ Perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38–57.

Glover, D., Door, V., Averis, D., & Miller, D. (2005). How can the use of an interactive whiteboard enhance the nature of teaching and learning in secondary mathematics and modern foreign languages?’. In Becta.

Heigham, J., & Croker, R. A. (Eds.). (2009). Qualitative Research in Applied Linguistics A Practical Introduction. Palgrave Macmilan.

Hood, S. (2010). Appraising research: Evaluation in academic writing. Appraising Research: Evaluation in Academic Writing, 1–227. https://doi.org/10.1057/9780230274662

Hunter, A.-B., Laursen, S. L., & Seymour, E. (2007). Becoming a Scientist: The Role of Undergraduate Research in Students’ Cognitive, Personal, and Professional Development. Science Education, 91, 36–74. https://doi.org/10.1002/sce

Hyland, K. (2015). Teaching and researching writing. In C. N. Candlin & D. R. Hall (Eds.), Teaching and Researching Writing: Third Edition. Pearson Education. https://doi.org/10.4324/9781315717203

Jalongo, M. R. (2022). Writing for Publication: A Practical Guide for Educators. Christopher-Gordon Publishers.

Johns, A. M. (2008). Genre awareness for the novice academic student: An ongoing quest. Language Teaching, 41(2), 237–252. https://doi.org/10.1017/S0261444807004892

Johnson, A. P. (2016). Academic Writing: Process and Product. Rowman & Littlefield Publishers.

Jones, L. E. (2011). Inside and Outside 1101: First-Year Student Perceptions of Academic Writing. Georgia State University.

Jordan, R. R. (2002). The growth of EAP in Britain. Journal of English for Academic Purposes, 1(1), 69–78. https://doi.org/10.1016/S1475-1585(02)00004-8

Kent, N., & Facer, K. (2004). Different worlds? A comparison of young people’s home and school ICT use. Journal of Computer Assisted Learning, 20(6), 440–455. https://doi.org/10.1111/j.1365-2729.2004.00102.x

Kovalik, C., Kuo, C., & Karpinski, A. (2013). Assessing pre-service teachers’ information and communication technologies knowledge. Journal of Technology and Teacher Education, 21(2), 179–202.

Laufer, B. (2011). The contribution of dictionary use to the production and retention of collocations in a second language. International Journal of Lexicography, 24(1), 29–49. https://doi.org/10.1093/ijl/ecq039

Lew, R. (2016). Can a Dictionary Help you Write Better? A User Study of an Active Bilingual Dictionary for Polish Learners of English. International Journal of Lexicography, 29(3), 353–366. https://doi.org/10.1093/ijl/ecw024

Lew, R., Kazmierczak, R., Tomczak, E., & Leszkowicz, M. (2018). Competition of Definition and Pictorial Illustration for Dictionary Users’ Attention: An Eye-Tracking Study. International Journal of Lexicography, 31(1), 53–77. https://doi.org/10.1093/ijl/ecx002

Liang, P., & Xu, D. (2017). The contribution of dictionary use to the production and retention of the middle construction for Chinese EFL learners. International Journal of Lexicography, 30(1), 85–107. https://doi.org/10.1093/ijl/ecv042

Lowther, D. L., Inan, F. A., Daniel Strahl, J., & Ross, S. M. (2008). Does technology integration “work†when key barriers are removed? Educational Media International, 45(3), 195–213. https://doi.org/10.1080/09523980802284317

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. SAGE Publications, Inc.

Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students’ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185–199. https://doi.org/10.1016/j.system.2010.03.006

Motta-Roth, D. (2009). The Role of Context in Academic Text Production and Writing Pedagogy. In C. Bazerman, A. Bonini, & D. Figueiredo (Eds.), Genre in a Changing World (pp. 317-336.). Parlor Press.

Ng, C. W. (2015). Impacts of the monolingual and bilingual dictionaries on the lexical errors committed by EFL learners in Hong Kong: A semantic analysis. In Lexicography (Vol. 2, Issue 2). Springer Berlin Heidelberg. https://doi.org/10.1007/s40607-016-0024-0

O’Connor, C., & Joffe, H. (2020). Intercoder Reliability in Qualitative Research: Debates and Practical Guidelines. International Journal of Qualitative Methods, 19, 1–13. https://doi.org/10.1177/1609406919899220

Oshima, A., & Hogue, A. (2006). Writing Academic English. In アジア経済. Longman.

Richards, J. C., & Miller, S. K. (2006). Doing Academic Writing in Education. In Doing Academic Writing in Education. https://doi.org/10.4324/9781410613417

Ryshina-Pankova, M. (2015). A meaning-based approach to the study of complexity in L2 writing: The case of grammatical metaphor. Journal of Second Language Writing, 29, 51–63. https://doi.org/10.1016/j.jslw.2015.06.005

Thaiss, C., & Zawacki, T. M. (2006). Engaged Writers and Dynamic Disciplines. Heinemann.

Weert, T. Van, & Tatnall, A. (2005). Information and Communication Technologies and Real-Life Learning. Springer.

Wingate, U. (2012). “Argument!†helping students understand what essay writing is about. Journal of English for Academic Purposes, 11(2), 145–154. https://doi.org/10.1016/j.jeap.2011.11.001

Yin, R. K. (2003). Applications fo case study research 2nd ed. In Interpretive Interactionism.

Zhu, W. (2004). Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines. Journal of Second Language Writing, 13(1), 29–48. https://doi.org/10.1016/j.jslw.2004.04.004

Downloads

Published

2024-05-31

How to Cite

Hidayah, J., Prihantoro, P., Apriani, E., Patil, A. B., Obaid, A. J., Durgayan, A., & Zulihi, Z. (2024). Improving Students Academic Writing Quality by Using ICT Online Tools at English Tadris Study Program in IAIN Curup. ENGLISH FRANCA : Academic Journal of English Language and Education, 8(1), 207–224. https://doi.org/10.29240/ef.v8i1 May.10201

Issue

Vol. 8 No. 1 (2024): ENGLISH FRANCA : Academic Journal of English Language and Education provides scientific manuscripts of research results in the field of English Language and Education. This issue has been available online since 31th May 2024. All articles in this issue (19 original research articles) were authored/co-authored by 55 authors from 19 affiliations and 5 countries (Indonesia, Srilanka, India, Armenia, Iraq, and Malaysia)

Section

Articles

Citation Check

License

Copyright (c) 2024 Jumatul Hidayah, Prihantoro Prihantoro, Eka Apriani, Atul Bansilal Patil, Muthmainnah Muthmainnah, Alesa Durgayan, Zulihi Zulihi

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).