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Perceptions of the Computer-Assisted Writing Program among EFL College Learners

Journal of Educational Technology & Society Volume 13, Number 3, ISSN 1176-3647 e-ISSN 1176-3647


This study aimed to investigate the perceptions of a computer-assisted writing program among EFL learners in a college composition class. A mixed method research design was employed combining both qualitative and qualitative techniques. Forty-five junior students in a Taiwanese college writing class were introduced to the computer-assisted writing program "MyAccess." After using the program in class, students completed a survey questionnaire and nine students were selected for follow-up interviews based on their writing proficiency. Survey results showed that the majority of students held favorable attitudes towards using "MyAccess" as a writing tool, but were less positive concerning its use as an essay grading tool. Evidence obtained from a multiple choice question in the survey showed that a majority of the students benefited by using the computer-mediated feedback to revise their essays. Moreover, interview data revealed that the computer-mediated feedback had a positive effect on writing skill development, particularly in suggesting changes for form rather than for content. Finally, eight of the nine interview participants suggested that "MyAccess" could be utilized in future writing classes. Further discussions of the benefits of adopting computer-assisted writing software such as increased learner motivation and learner autonomy also indicate that this kind of software can be a useful support tool in the EFL classroom. (Contains 3 tables and 3 figures.)


Fang, Y. (2010). Perceptions of the Computer-Assisted Writing Program among EFL College Learners. Journal of Educational Technology & Society, 13(3), 246-256. Retrieved November 30, 2020 from .

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    Dianna Newman, Evaluation Consortium/University at Albany/SUNY, United States; Gary Clure, Evaluation Consortium/ University at Albany/SUNY, United States; Kevin Murphy & Timothy McLaughlin, Evaluation Consortium/University at Albany/SUNY, United States; Claire Bradin Siskin, Excelsior College, United States

    EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 1701–1706

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