Nexus of essay writing and computer-assisted language learning (CALL) in English language classroom

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Foilsithe in:	Interactive Technology and Smart Education vol. 22, no. 1 (2025), p. 103-133
Príomhchruthaitheoir:	Umbreen Tariq
Foilsithe / Cruthaithe:	Emerald Group Publishing Limited
Ábhair:	Pakistan Teaching Academic achievement English teachers Language proficiency English language College students Educational technology University students Cognitive ability Spelling Teachers Second language writing Cognition & reasoning Colleges & universities Computer assisted language learning Higher education Dictionaries Language acquisition Feedback Writing Nonnative speakers English as a second language learning English as a second language Academic language Native speakers Second language teachers Attitudes Students Skills Grammar Computers Classrooms Second language learning Learning English proficiency Computer industry Curriculum development Listening Language tests Artificial intelligence Policy making Thinking skills Tests Technology Language attitudes Critical thinking College faculty Competence Computer aided design > CAD Administrators Guidelines Language Teachers Language Laboratories Course Content English Language Skills Influence of Technology Addition Learning Processes English (Second Language) English Curriculum Computer Assisted Instruction Essays Educational Facilities Improvement English Learners
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Achoimre:	PurposeThis study aims to explore computer-assisted language learning (CALL) activities to improve the English essay writing of Pakistani university students. It highlights the role of CALL in the language proficiency model cognitive academic language proficiency (CALP), which can enable second language learners to engage in more critical thinking skills effectively. Furthermore, it aims to explore English language teachers’ experience about the use of CALL-based activities in English language classrooms or labs.Design/methodology/approachThis study followed a pre-post study design to examine whether the structure of an essay and computer-based activities helped to improve English language proficiency among non-native speakers. This design is adopted to investigate the effects of CALL activities on students’ English essays. This study used data from 198 students and after this, four English teachers were interviewed to know their opinions and observations about these CALL-based activities and students’ essay writings. Pre- and post-test data was analysed in percentages and further examined through a t-test. The findings of teachers’ interviews were further analysed through Nvivo software to develop an understanding of research questions through significant themes.FindingsThe pre-test results confirmed that students’ language proficiency is underdeveloped and informal. Students needed help constructing introductory paragraphs with the reader’s hook, background information, three-point thesis statement and transitional hook. Whereas, post-test results showed that students’ English language proficiency in essay writing was found improved with the use of technological tools and CALL-based activities. Furthermore, it was observed that structure and teacher feedback in essay writing are vital for English proficiency.Originality/valueThis study benefits English language teachers, administrators, language policymakers and syllabus designers at colleges and universities. The debate over how to improve English language proficiency and academic achievement presents diverse challenges across several countries. Non-native speakers, at an undergraduate level, can significantly improve academically and become proficient in English essay writing with the help of structural guidelines and the use of educational technology. This article demonstrates a two-way process to improve an objective definition of English language development, which is conceivable if the technology is adopted.
ISSN:	1741-5659 1758-8510
DOI:	10.1108/ITSE-12-2023-0246
Foinse:	Education Database