Research Essay

1. New Technologies in Writing Instruction
Technologies have conquered the whole world. This article is about the use of computer
technologies, implications, and practical applications in EFL writing instruction for writing
teachers. In the recent decade, computer technologies are widely used in writing instruction.
Many writing teachers welcomed and integrated new technologies-based strategies in their
writing instruction as they found more facilitating to both students and teachers not only in the
writing classrooms but also beyond. In contrast, there are also issues of difficulties faced by
writing teachers to incorporate these new technologies in their daily writing classes in this
information and communication technology dominated the world. However, as writing
teachers, we should remind ourselves that the benefit of using new technologies-based
strategies in our writing instruction overweighs in bringing development in students’ writing
than traditional ways assisted with CMC (Computer Mediated Communication) and CALL
(Computer Assisted Language Learning) programs.
The integration of new technologies makes our work easier. For me, in this increasingly
electronic ICT dominated world, getting adapted to updating technologies will have a major
impact on individual writing teachers as well as writing students. Also, I have learned that
computer-based instruction technically robust compared to traditional paper material and tasks
in writing classrooms. For example, in the use of word processing, “it allows us to cut and
paste, delete and copy, check spelling and grammar, import images, change formatting, and
print and publishable quality … [making our work] … generally longer, prettier, and more
heavily revised” (Hyland, 2003. p. 146). The use of word processor provides writers to play
with texts till they are satisfied with their produced texts which is limited in traditional methods
of writing texts. However, computer-assisted instruction in writing texts do not replace
teachers. The teacher should always support writing students including keyboarding skills and
local editing skills in using features of a word processor to fulfil targeted goals of writing
classes.
Likewise, online writing is another important facility that writing instruction can be
incorporated that technology now offers. The connection of computers through the network is
a powerful extension of the computer’s role in writing instruction. It can be in the form of
synchronous writing and asynchronous writing. In synchronous writing, it provides an
opportunity for students to communicate and discuss at the same time using discussion software
connecting them to each other, and also online teacher feedback (eg: internet chat). Whereas,
asynchronous writing is the delayed way of communication where students can respond to each
other and to their teacher (eg: email). In both ways, it helps communicating and the exchange
of information between teachers and students to provide feedback and improving the work.
Internet resources for writing is another facility that users get the opportunity to access the
massive online database. Students can access to multimedia documents which are related to
their project but they should know how to hunt for specific information. Therefore, the role of
the teacher is necessary to guide students to access informative materials. The immense
retrieval of information from the online database, however, may lead students to produce texts
from other texts without acknowledging sources. Thus, teachers need to be aware of it. To
battle such cheating, teachers can use plagiarism checking software like turnitin.com and
plagiarism.com to compare them against millions of texts on the net and documenting
similarities. The finding of more similarities to the texts of the net than their original work is
what it is referred to as plagiarism.
Besides CMC (Computer Mediated Communication), there are many CALL (Computer
Assisted Language Learning) programs supporting writing instruction in L2 writing, however,
differs in appearances, effectiveness, and teaching philosophies. CALL programs are used to

2. make students work collaboratively to maximize interaction, but I think it will depend on
individual student’s background knowledge and adaptation to new technologies. Regarding the
CALL program, I read a research paper by Chun (2011). In this paper, I liked Warschauser’s
(2001) thought about “digital natives” related to the “printed world” detecting that students
require assistance both in L1 and L2 to develop multiple literacies. “Even for the current
generation of students, the so-called “digital natives,” simply growing up surrounded by
technology does not ensure that they will be effective communicators in online realms, just as
growing up in a print world did not automatically make one a good reader and writer” (Chun,
2011).
For this context, I will discuss two empirical research articles about the use of ICT in writing
classrooms. One of these research articles is based on ICT in the American context and other
paper is based on ICT in the Malaysian context. Let me share these two studies and relate to
some of the research studies done in Bhutan regarding the use of ICT.
ICT in the American Context
In the study of teaching writing to middle school students: a national survey by Graham,
Capizzi, Harris, Hebert, and Morphy (2014) stated, in this modern world, with the advent of
technology, writing has been a part of everyday life for many people. However, here I will
discuss the question that deliberated about the less development of strong writing for American
students.
One of the questions in this study was how technology is used to support/teach writing? Finding
related to this question showed that most teachers did not appear to use assessment data to
shape how they taught writing, and computers played a relatively minor role in middle school
writing instruction. Word processing was the only computer technology used in most middle
school teachers class letting their students complete less than one-half of their assignments.
85% of teachers never used computer software to grade students’ assignments, 84 % of teachers
had students collaborate via the internet with others when writing, 69 % of teachers used
computer software programs to teach writing. The limitations of the use of technology,
according to common reasons provided by teachers were due to lack of: (1) computers in their
classrooms (62 %), (2) software/programs (32 %), (3) computers in the school (29 %),
knowledge of technology and software (13 %), and internet access (6 %).
This study concluded that teachers’ limited use of computers and technology to support and
teach writing was a lack of computer hardware and software either in the class or the school.
ICT in the Malaysian Context
Yunus, Nordin, Salehi, Embi, and Salehi (2013) studied the use of information and
communication technology (ICT) in teaching English as a Second Language (ESL) writing
skills to investigate the use of ICT in the teaching of ESL writing skills in Malaysian secondary
schools.
The investigation found the use of ICT in the teaching of ESL writing was very low.
Researchers also discussed the advantages and disadvantages of using ICT in the teaching of
ESL writing in schools. The integration of ICT in the teaching of writing was said to encourage
learners’ independence and self-discovery skills like searching for educational related materials
online which ultimately help to meet teachers’ teaching objectives as ICT aids the teaching
process. In contrast, this study also encountered some disadvantages in the use of ICT in the
teaching of ESL writing. The use of ICT in the teaching of ESL writing was found to be difficult
in controlling class, distracting, and the students’ tendency to use short forms in their writing.
However, looking at the general findings of the research, advantages overweighed against
disadvantages. The disadvantages were not difficult issues for ESL teachers to overcome,

3. otherwise, this study surfaced that teachers are generally weak in managing problems and
planning activities involving the use of ICT in the teaching of ESL writing.
ICT in the Bhutanese Context
In this digital world, students live significantly different from that of the past. In the 21st
century, there is a growing demand for learning combined with technology and this is now
challenging traditional institutions around the globe. Technology-mediated learning has been
acknowledged for becoming a major vehicle for fulfilling the needs for lifelong learning
through the internet.
In this perspective, the usage of ICT for teaching at a Bhutanese college was studied by (Kinley
Kinley, Zander, & Georgsen, 2013) to understand how ICT is used in teaching and its impact
on college students. This study found the use of ICT as an effective factor for lesson delivery
as students get motivated in learning. Both teachers and students found it easier and more
comfortable, saves time, and teaching becomes more efficient with power point. However, this
research also encountered some limitations like; lack of motivation due to resources
constraints, lack of ICT support, and poor and unstable internet connection. Moreover, the
competency of using ICT for teaching and requirement of professional training were some of
the variations found amongst the lecturers.
Likewise, in the study of Penjor, Dupka, and Zander (2016) about the integration of the virtual
learning environment and ICT into the pedagogy found lecturers are motivated integrating ICT
in their teaching. However, they perceived the potential of technology was affected by low-
speed internet connectivity and a lack of adequate resources as well as training in ICT-
integrated pedagogy. From the study, it also has been found that the status of ICT-integrated
pedagogy in higher education in Bhutan is at an early stage. Jamtsho and Bullen (2007) studied
distance education learning through the use of ICT and found helpful in the faster submission
of assignments through email despite the shortcomings of infrastructures and internet
connections. Likewise, the study by Khamsum Kinley (2010) suggested that lecturers and
student teachers used freely available e-learning management software, however, indicated the
existence of challenges in exercising e-learning at the College for teaching and learning.
These studies concluded, in what can be seen as a paradigm shift in education around the globe,
Bhutan cannot exclude itself if the country aspires to modernize its educational system in line
with the way it is seen in global education. However, internet infrastructures were found to be
a prominent limitation. Moreover, research studies that I reviewed here did not mention the
lack of computers and software facilities as those studies were taken place in colleges. Driving
away from college setting, the facility of computer and computer lab, software and hardware,
internet, etc. and most of the facilities, if not some are limitations related to technology-assisted
EFL teaching and learning. Therefore, technology-supported teaching and learning are in the
process of development, and we expect our educators and learners avail facilities soon like
other countries around the world.
After learning from the insight of these research articles, I came to learn that computer-based
instruction in writing classrooms offers alternatives to traditional paper materials and task-
based teaching methodology. However, it depends on how writing teacher integrates to benefit
students to write coherently. Again, as a writing teacher, we should keep in mind that a
computer is not the method of writing course but it assists different types of writing methods.
Personally, I learned especially the features of a word processor that provide numerous
techniques like drafting, editing, proofreading, formatting, and publication process. I found the
use of the computer is very useful in writing instruction, however, due to the limitations of
internet facilities and computer facilities both hardware and software are serious issues in
Bhutan to apply such advanced methods in our daily writing classrooms. If available, I would

4. definitely use these programs in my writing instructions and guide our EFL writers to learn to
write and produce good texts.
References
Chun, D. M. (2011). Computer-assisted language learning. Handbook of research in second
language teaching and learning, 2, 663-680.
Graham, S., Capizzi, A., Harris, K. R., Hebert, M., & Morphy, P. (2014). Teaching writing to
middle school students: A national survey. Reading and Writing, 27(6), 1015-1042.
Jamtsho, S., & Bullen, M. (2007). Distance education in Bhutan: Improving access and quality
through ICT use. Distance education, 28(2), 149-161.
Kinley, K. (2010). Faculty and students’ awareness and challenges of e-learning in a college
of education. Journal of the International Society for Teacher Education, 14(1), 27-33.
Kinley, K., Zander, P.-O., & Georgsen, M. (2013). The usage of ICT for teaching at a
Bhutanese college. Paper presented at the International Technology, Education and
Development Conference.
Penjor, T., Dupka, D., & Zander, P.-O. (2016). The state of Integration of the Virtual Learning
Environment and ICT into the pedagogy of the Royal University of Bhutan: A
descriptive study. International Journal of Education and Development using
Information and Communication Technology, 12(1), 71.
Yunus, M. M., Nordin, N.,Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of information
and communication technology (ICT) in teaching ESL writing skills. English Language
Teaching, 6(7), 1.