ISSN: 2222-6990
Open access
Despite the evolution in technology, some teachers rely on conventional methods to teach millennials writing skill. Consequently, students lose interest and fail in mastering the challenging skill. It is high time teachers change their pedagogical approaches and develop awareness on technology-oriented approach in improving writing skill. Thus, this paper aims to provide a systematic review on the studies done in the past pertaining to the effectiveness of digital tools in improving English as Second Language (ESL) students’ writing skill. A total of 16 Malaysian articles, published within 2017 to 2021 in various credible databases, were selected and reviewed. The review addressed the following research question: 1) How effective are digital tools in improving writing skill of ESL students? The findings were presented in table and discussed according to the writing approaches: product-based and process-based. It was found that digital tools improved the students’ writing skill and developed their language knowledge, particularly grammar, vocabulary, spelling and punctuation. Moreover, students became autonomous learners as they had access to explore knowledge virtually beyond the physical classroom. From the findings, it is recommended that future studies should explore digital tools like Google Classroom as it is less researched in writing context.
Abdul Rahman, N., Sarudin, N., Shamsudin, N., & Yunus, M. M. (2018). Wattpad.Com: Enhancing Writing Skills In Esl Classroom. International Journal of Advanced Research, 6(12), pp.818-829.
Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students’ acceptance of google classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning, 13(6), 112–123. https://doi.org/10.3991/ijet.v13i06.8275
Al-Naibi, I. H., Al-Jabri, M., & Al-Kalbani, I. (2018). Promoting Students' Paragraph Writing Using EDMODO: An Action Research. Turkish Online Journal of Educational Technology-TOJET, 17(1), 130-143.
Akhiar, A., Mydin, A. A., & Kasuma, S. A. A. (2017). Students’ Perceptions and Attitudes Towards The Use Of Instagram In English Language Writing. Malaysian Journal of Learning and Instruction, 47-72.
Apriyanti, D., Syarif, H., Ramadhan, S., Zaim, M., & Agustina, A. (2019). Technology-based Google classroom in English business writing class. In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018) (Vol. 301, pp. 689 –694). Paris, France: Atlantis press. https://doi.org/10.2991/icla-18.2019.113.
Arif, F. K. M., Noah, J. B., Affendi, F. R., & Yunus, M. M. (2020). Paddle your way into writing: Integrating padlet for ESL learners. International Journal of Scientific and Technology Research, 9(3), 5407–5410.
Azam, F. K. K., Fadhil, F., & Yunus, M. M. (2019). Enhancing ESL learners’ writing skills via ProvWrit. International Journal of Academic Research in Business and Social Sciences, 9(1), 660-669.
Azlan, N. A. B., & Yunus, M. M. (2020). Undergraduates Student Perceptions of Social Networking Sites to Improve English Writing Skills in Malaysia. International Journal of Learning, Teaching and Educational Research, 19(3), 329-351.
Zakaria, A. M., & Aziz, A. A. (2019). The impact of digital storytelling on ESL narrative writing skill. Arab World English Journal (AWEJ) Special Issue on CALL, (5).
Chua, C. N., Yunus, M., & Suliman, A. (2019). ICT: An Effective Platform to Promote Writing Skills among Chinese Primary School Pupils. Arab World English Journal, 10(4), 223–237. https://doi.org/10.24093/awej/vol10no4.17
Dewey, J. (1915). Democracy and Education. New York, NY: Macmillan.
Fallon, J. (2016). Google Classroom for third grade writing.
Faizi, R. (2018). Teachers’ perceptions towards using Web 2.0 in language learning and teaching. Education and Information Technologies, 23(3), 1219-1230.
Fauzi, A. (2017). The effect of Edmodo on students’ writing skill in recount text. International Journal of Pedagogy and Teacher Education, 1(2), 73-79.
Ho, I. (2017). A research on students' perceptions of writing through active participation in a writing process curriculum.
Ien, L. K., Yunus, M. M., & Embi, M. A. (2017). Build me up: Overcoming writing problem among pupils in a rural primary school in Belaga, Sarawak, Malaysia. Jurnal Pendidikan Humaniora, 5(1), 1-7.
Jong, B., & Tan, K. H. (2021). Using Padlet as a Technological Tool for Assessment o Students' Writing Skills in Online Classroom Settings. International Journal of Education and Practice, 9(2), 411-423.
Karthigesu, K., Ismail, N. S. B. C., Ahmad, W. I. B. W., & Yunus, M. M. (2019). TikTok ActiV as a Tool in Enhancing ESL Writing Skill. (2020). ISSN 2348-0319 International Journal of Innovative and Applied Research, 8(04), 16–24.
Khan, K. S., Kunz, R., Kleijnen, J., & Antes, G. (2003). Five steps to conducting a systematic review. JRSM, 96(3), 118–121. doi:10.1258/jrsm.96.3.118
Lawai, S., & Aziz, A. A. (2019). Clustering Technique to Improve Rural Malaysian Primary School Pupils? Writing Skill. International Journal of New Technology and Research, 5(7). https://doi.org/10.31871/ijntr.5.7.30
Lie, W. W., & Yunus, M. M. (2018). Pen Pals Are Now in Your Finger Tips—A Global Collaboration Online Project to Develop Writing Skills. Creative Education, 9(15), 2491.
Lim, P. R., & Noor, N. M. (2019). Digital storytelling as a creative teaching method in promoting secondary school students’ writing skills. International Journal of Interactive Mobile Technologies, 13(7), 117–128. https://doi.org/10.3991/ijim.v13i07.10798
Liong, Y. P. K. A. & Yunus, M. M. (2019). The use of pictures in improving students’ writing. Modern Journal of Language Teaching Methods (MJLTM), 1-8.
Mahmud, M. Z. (2019). Students’ perceptions of using Padlet as a learning tool for English writing. Journal of Creative Practices in Language Learning and Teaching (CPLT), 7(2), 29-39.
Malaysian Education Blueprint. (2013). Malaysia Education Blueprint 2013 - 2025. Education, 27(1), 1–268. https://doi.org/10.1016/j.tate.2010.08.007
Mohammad, M., Ghazali, N., & Hashim, H. (2018). Secondary School Students' Perceptions on the Use of Google+ towards Improving ESL Writing Skills. International Journal of Emerging Technologies in Learning, 13(9).
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge university press.
O'Brien, T. (2004). Writing in a foreign language: Teaching and learning. Language teaching, 37(1), 1-28.
Ok, M. W., & Rao, K. (2019). Digital Tools for the Inclusive Classroom: Google Chrome as Assistive and Instructional Technology. Journal of Special Education Technology, 34(3), 204–211. https://doi.org/10.1177/0162643419841546
Palaigeorgiou, G. & Grammatikopoulou, A. (2016). Benefits, Barriers and Prerequisites for Web 2.0 Learning Activities in the Classroom. Interactive Technology and Smart Education, 13(1), 2–18.
Purnawarman, P., Susilawati, S., & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242-252.
Raimes, A. (1983). Techniques in teaching writing. Oxford University Press, 200 Madison Ave., New York, NY 10016 (ISBN-0-19-434131-3, $5.95).
Rashid, A. A., Yunus, M. M., & Wahi, W. (2019). Using Padlet for collaborative writing among ESL learners. Creative Education, 10(3), 610-620.
Sar?ca, H. Ç., & Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computers & Education, 94, 298-309.
Selvaraj, M., & Aziz, A. A. (2019). Systematic review: Approaches in teaching writing skill in ESL classrooms. International Journal of Academic Research in Progressive Education and Development, 8(4), 450-473.
Seow, A. (2002). The Writing Process and the Process Writing. In J. C. Rhichards & W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 315–320). New York: Cambridge University Press.
Silva, T. (1990). Second language composition instruction: Developments, issues, and directions in ESL. Second language writing: Research insights for the classroom, 11 23.Steele, V. (2004). Product and process writing: a comparison. Retrieved March, 23, 2014.
Subandi, S., Choirudin, C., Mahmudi, M., Nizaruddin, N., & Hermanita, H. (2018). Building interactive communication with Google classroom. International Journal of Engineering & Technology, 7(2.13), 460. https://doi.org/10.14419/ijet.v7i2.13.18141.
Suganthan, C., & Ramesh, P. S. (2020). Practicing blended learning at engineering institutions using Google Classroom to teach english. International Journal of Emerging Trends in Engineering Research, 8(7), 3457–3460.
https://doi.org/10.30534/ijeter/2020/93872020
Suhaimi, N. D., Mohamad, M., & Yamat, H. (2019). The effects of whatsapp in teaching narrative writing: A case study. Humanities & Social Sciences Reviews, 7(4), 590-602.
Sujannah, W. D., Cahyono, B. Y., & Astuti, U. P. (2020). Effect of Blended Learning Using Google Classroom on Writing Ability of EFL Students across Autonomy Levels. Teaching English with Technology, 20(2), 82-97.
Sumarno, W. K., & Tatik, M. (2019). Using Edmodo-Supported E-Portfolio as Authentic Assessment in EFL Writing Course. In UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018) (pp. 102-105). Atlantis Press.
Tan Ai Lin, D., Ganapathy, M., & Kaur, M. (2018). Kahoot! It: Gamification in Higher Education. Pertanika Journal of Social Sciences & Humanities, 26(1).
Tangpermpoon, T. (2008). Integrated approaches to improve students writing skills for English major students. ABAC journal, 28(2).
Tan, X. Y., & Wan, M. W. M. (2019). Integration of 21st Century Learning Skills (4C Elements) in Interventions to Improve English Writing Skill Among 3K Class Students. International Journal of Contemporary Education, 2(2), 100-121.
Yuk, A. C. K., Wui-Xin, F. W., Qin, T. P., & Yunus, M. M. (2019). Using PaW-Modo t Enhance Paragraph Writing. Creative Education, 10(02), 429.
Yunus, M. M., Haleman, K. N., Junaidi, Y., & Suliman, A. (2020). Using The Write Stuff Module to Enhance the Writing Skills of ESL Primary School Students. International Journal of English Language and Literature Studies, 9(4), 315-329.
Yunus, M. M., Hashim, H., Hashim, H. U., Sabri, F. S., & Nazeri, A. N. (2019). Kahoot! Engaging and active learning environment in ESL writing classrooms. International Journal of Innovation, Creativity and Change, 5(6), 141-152.
Zakaria, S. M., Yunus, M. M., Nazri, N. M., & Shah, P. M. (2016). Students’ experience ofusing Storybird in writing esl narrative text. Creative Education, 7(15), 2107-2120.
Zafrin, S. (2018). Peer-assessment in Google Classroom: Motivator of the writing skills.Journal of Education and Social Sciences, 9(2), 139–145.
Zou, D., & Xie, H. (2018). Interactive Learning Environments, 27(8), 1127 1142. https://doi.org/10.1080/10494820.2018.1495654.
In-Text Citation: (Ramamuthie & Aziz, 2022)
To Cite this Article: Ramamuthie, V., & Aziz, A. A. (2022). Systematic Review: The Effectiveness of Digital Tools to Improve Writing Skill of ESL Students. International Journal of Academic Research in Business and Social Sciences, 12(3), 408–427.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode