Exploring Saudi EFL Learners' Perspectives on Digital Writing Tools for Mitigating Emotional Challenges in Foreign Language Writing
DOI:
https://doi.org/10.53286/arts.v7i1.2373Keywords:
Emotional resilience in writing, Writing anxiety, Digital writing tools, EFL learnersAbstract
This study examines how digital writing tools address the emotional and linguistic challenges Saudi EFL learners face. Survey results from 50 EFL learners revealed that these tools significantly reduce writing anxiety and boost confidence, making writing less stressful. Learners also noted improved grammar, vocabulary, and structural accuracy, enabling them to focus on clarity and coherence. However, limitations exist, such as the tools’ inability to replace instructor-led feedback in fostering creativity and critical thinking. The findings emphasize the need for a balanced integration of digital tools with traditional methods to effectively address emotional and linguistic barriers. Future research should explore their long-term impact, cultural adaptability, and potential for AI-driven personalized learning. Writing in a foreign language often triggers anxiety, frustration, and low confidence, hindering learners’ progress. Digital tools provide instant feedback, error correction, and vocabulary enhancement, fostering emotional resilience and improving writing skills.
Downloads
References
Alharbi, K. N. (2022). Female Saudi ESL learners’ attitudes toward communication in mixed-gender classes in the USA. Arts for Linguistic & Literary Studies, 13, 7–30.
Andersen, I. (2013). Mobile Apps for Learning English. A Review of 7 Complete English Course Apps: Characteristics, Similarities and Differences (Doctoral dissertation).
Breese, C., Jackson, A. & Prince, T. (1996). Promise in impermanence: Children writing with unlimited access to word processors. International Journal of Adolescence and Youth, 6(2), 129-160.
Cowan, R., Choo, J., & Lee, G.S. (2014). ICALL for improving Korean L2 writers’ ability to edit grammatical errors. Language Learning & Technology, 18(3), 193-207.
Crook, C. (1994). Computers and the collaborative experience of learning. Psychology Press. London: Routledge.
Cunningham, U., Rashid, S., & Le, T. (2019). The effect of learner training on the use of digital tools to support English writing skills. Asian EFL Journal, 21(2/1), 27-49.
Deng, H., & Shao, Y. (2011). Self-directed English vocabulary learning with a mobile application in everyday context. In 10th world conference on mobile and contextual learning: mLearn 2011 conference proceedings (24-31).
Dollar, Y. K., & Tolu, A. T. (2015). My first digital story: A case study with 5th grade Turkish English language learners. ELT Research Journal, 4(3).
Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning & Technology, 20(3), 9-19.
Grabowski, B. (1998). Web-based instruction and learning: Analysis and needs assessment.
Grabowski, B., McCarthy, M., & Koszalka, T. (1998). Web-based instruction and learning: Analysis and needs assessment. NASA Technical Publication 1998-206547. NASA Center for Aerospace Information, Hanover, MD.
Graham, S., & Harris, K.R. (2009). Almost 30 years of writing research: Making sense of it all with The Wrath of Khan. Learning disabilities research & practice, 24(2), 58-68.
Grejda, G.F., & Hannafin, M.J. (1992). Effects of word processing on sixth graders' holistic writing and revisions. The Journal of Educational Research, 85(3), 144-149.
Gupta, R. (1998). Can spelling checkers help the novice writer?. British Journal of Educational Technology, 29(3), 255-266.
Hamad, S. M. S. (2024). The influence of social media on student English proficiency: A study of university EFL teachers' perspectives. Arts for Linguistic & Literary Studies, 6(3), 508–532.
Heift, T., & Hegelheimer, V. (2017). Computer-assisted corrective feedback and language learning. Corrective feedback in second language teaching and learning: Research, theory, applications, implications, 66, 51-65.
Henke, R. (1997). Pastoral Transformations: Italian Tragicomedy and Shakespeare’s Late Plays (Vol. 10). University of Delaware Press.
Hubbard, P. (2004). Learner training for effective use of CALL. New perspectives on CALL for second language classrooms, 45-68.
Hubbard, P. (2013). Making a case for learner training in technology enhanced language learning environments. Calico Journal, 30(2), 163-178.
Hussain, S. S. (2024). Attitudes of Saudi Students Towards EFL, English teachers and learning situations. Arts for Linguistic & Literary Studies, 6(3), 486–507. https://doi.org/10.53286/arts.v6i3.2081
International Communication Union, (2017). ICT Facts and Figures 2017. Retrieved from https://about.fb.com/wp-content/uploads/2018/08/ICTFactsFigures2017.pdf
Isaac, S., & Michael, W.B. (1995). Handbook in research and evaluation: A collection of principles, methods, and strategies useful in the planning, design, and evaluation of studies in education and the behavioral sciences. Edits publishers. San Diego: Educational and Industrial Testing Services.
Karyuatry, L. (2018). Grammarly as a Tool to Improve Students’ Writing Quality: Free Online-Proofreader across the Boundaries. JSSH (Jurnal Sains Sosial dan Humaniora), 2(1), 83-89. https://doi.org/10.30595/jssh.v2i1.2297
Khan, I.A. (1997). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia. Educational Research, 2(7), 1248-1257.
Khan, M.A., Vivek, Nabi, M.K., Khojah, M., & Tahir, M. (2021). Students’ Perception towards E-Learning during COVID-19 Pandemic in India: An Empirical Study. Sustainability, 13, 57. https://dx.doi.org/10.3390/ su13010057
Lam, F.S., & Pennington, M.C. (1995). The computer vs. the pen: A comparative study of word processing in a Hong Kong secondary classroom. Computer Assisted Language Learning, 8(1), 75-92.
Lavolette, E., Polio, C., & Kahng, J. (2015). The accuracy of computer-assisted feedback and students’ responses to it. Language, Learning & Technology, 19(2).
Levy, C.M., & Ransdell, S. (1995). Is writing as difficult as it seems?. Memory & Cognition, 23(6), 767-779.
Levy, P. (1995). Interactive whiteboards in learning and teaching in two Sheffield schools: A developmental study. Sheffield: Department of Informational Studies, University of Sheffield.
Lin, C.S. (1997). A study of computer networked writing instruction in elementary school. Unpublished doctoral dissertation (In Chinese).
Lira-Gonzales, M. L., Wa Chao Chao, K., & David, J. (2023). Technologies in English as a Second/Foreign Language Writing Classes. Folios, (58), 171-187.
Losi, R. V., Putra, E. P., Ali, N., & Dewi, A. S. (2024). Using Artificial Intelligence (AI) to Improve EFL Students’ Writing Skill. International Journal of English and Applied Linguistics (IJEAL), 4(1), 62-70.
McCarthy, M., & Grabowski, B. (1999). Web-based instruction and learning: analysis and needs assessment summary. Retrieved from http://www.isoc.org/inet98/proceed ings/4c/4c_1.html
Meyers, J. (2005). George Orwell and the art of writing. The Kenyon Review, 27(4), 92-114.
Muzaffar, A.W., Tahir, M., Anwar, M.W., Chaudry, Q., Mir, S.R., & Rasheed, Y. A. (2020). Systematic Review of Online Exams Solutions in E-learning: Techniques, Tools, and Global Adoption. https://doi.org/10.1109/ACCESS.2021.3060192
O’Bryan, A. (2008). Providing pedagogical learner training in CALL: Impact on student use of language-learning strategies and glosses. Calico Journal, 26(1), 142.
Omer, N. I. M. (2024). Maintaining Meaningful Human Interaction in AI-Enhanced Language Learning Environments: A Systematic Review. Arts for Linguistic & Literary Studies, 6(3), 533–552. https://doi.org/10.53286/arts.v6i3.2083
Pitukwong, K., & Saraiwang, S. (2024). Exploring the effectiveness of digital writing tools on Thai EFL students’ writing. Contemporary Educational Technology, 16(3), ep519.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6.
Reinders, H., & Hubbard, P. (2013). CALL and learner autonomy: Affordances and constraints. In H. Reinders & M. Thomas (Eds.), Contemporary computer assisted language learning (359-375). London: Bloomsburry Publishing.
Reinders, H., & White, C. (2010). The theory and practice of technology in materials development and task design. In N. Harwood (Ed.) English language teaching materials: Theory and practice (58–80). Cambridge: Cambridge University Press.
Salomon, G., Kozminsky, E., & Asaf, M. (2004). Computers and writing. In T. Nunes & P. Bryant (Eds.) Handbook of children’s literacy (229–246). Netherlands: Springer.
Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2 grammar. Language Learning & Technology 13(1), 96–120. Retrieved from: http://llt.msu.edu/vol13num1/sauro.pdf
Shintani, N., & Aubrey, S. (2016). The effectiveness of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer‐mediated environment. The Modern Language Journal, 100(1), 296–319. https://doi.org/doi:10.1111/modl.12317
Snyder, I. (1994). Writing with word processors: The computer's influence on the classroom context. Curriculum Studies, 26, 143–162.
Sokoholic, M. (2003). Writing. In D. Nunan (Ed.), Practical English Language Teaching. New York: Mc Graw-Hill.
Ulaş Taraf, H., & Doğan, C. (2023). Examining the Role of Digital Tools in Pre-service English Language Teachers' Self-efficacy in Writing. Journal of Ahmet Kelesoglu Educational Faculty, 5.
Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. Telecollaboration in foreign language learning, 29–46. Retrieved from http://scholarspace.manoa.hawaii.edu/bitstream/handle/10125/8946/NW01.pdf
Williams, S. C. (2002). How speech-feedback and word-prediction software can help students write. Teaching Exceptional Children, 34, 72–78.
Xu, C., & Ding, Y. (2014). An exploratory study of pauses in computer-assisted EFL writing. Language Learning & Technology, 18(3), 80.
Zhao, X. (2023). Leveraging artificial intelligence (AI) technology for English writing: Introducing wordtune as a digital writing assistant for EFL writers. RELC Journal, 54(3), 890-894.
Zhu, Y., Shum, M. S.-K., Tse, B. S.-K., & Liu, J. J. (2016). Word-processor or pencil-and- paper? A comparison of students’ writing in Chinese as a foreign language. Computer Assisted Language Learning, 29(3), 596–617.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright and Licensing
copyright is retained by the authors. Articles are licensed under an open access Creative Commons CC BY 4.0 license, meaning that anyone may download and read the paper for free. In addition, the article may be reused and quoted provided that the original published version is cited. These conditions allow for maximum use and exposure of the work.
