Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-5b777bbd6c-7mr9c Total loading time: 0 Render date: 2025-06-18T21:51:54.994Z Has data issue: false hasContentIssue false

27 - Writing

from Part VI - Language Skills and Areas

Published online by Cambridge University Press:  15 June 2025

By
Hassan Mohebbi  and
Ali Panahi
Edited by
Glenn Stockwell  and
Yijen Wang
Glenn Stockwell
Affiliation:
Waseda University, Japan
Yijen Wang
Affiliation:
Waseda University, Japan
Get access

Summary

The tremendous growth, development, application, and research of technological tools are revolutionizing how language education is performed. This chapter elaborates on the empirical and theoretical research concerned with technology-assisted second language writing instruction. It presents a historical perspective of computer-assisted language learning (CALL) and presents the main themes and technological tools for second language writing education, namely computer-automated metalinguistic corrective feedback, electronic and computer-delivered implicit and explicit feedback, video impact, web-based and wiki-mediated collaborative writing. The chapter is concluded by presenting recommendations for future research on technology-assisted second language writing instruction.

Keywords

second language writing instructionCALLtechnology-assisted writing
Type
Chapter
Information
The Cambridge Handbook of Technology in Language Teaching and Learning , pp. 444 - 459
Publisher: Cambridge University Press
Print publication year: 2025

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

References

Abrams, Z. I. (2019). Collaborative writing and text quality in Google Docs. Language Learning & Technology, 23(2), 22–42. https://doi.org/10125/44681Google Scholar
Ai, H. (2017). Providing graduated corrective feedback in an intelligent computer-assisted language learning environment. ReCALL, 29(3), 313–334. https://doi.org/10.1017/S095834401700012XCrossRefGoogle Scholar
Atabek, O. (2020). Associations between emotional states, self-efficacy for and attitude towards using educational technology. International Journal of Progressive Education, 16(2), 175–194. https://doi.org/10.29329/ijpe.2020.241.12CrossRefGoogle Scholar
Barge, M. (2009). Teaching techniques for multimedia language labs: Final report. Centre for Excellence in Multimedia Language Learning, the Language Centre, Queen Mary University of London.Google Scholar
Basak, S. K., Wotto, M., & Belanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4), 191–216. https://doi.org/10.1177/2042753018785180CrossRefGoogle Scholar
Bax, S. (2003). CALL: past, present and future. System, 31(1), 13–28. https://doi.org/10.1016/S0346–251X(02)00071-4CrossRefGoogle Scholar
Birgili, B., Seggie, F. N., & Oğuz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 8, 365–394. https://doi.org/10.1007/s40692–021-00183-yCrossRefGoogle Scholar
Bloch, J. (2018). Technology for teaching English as a second language (ESL) writing. In The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0440Google Scholar
Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012. Language Learning & Technology, 17(3), 157–224.Google Scholar
Burston, J. (2015). Twenty years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4–20. https://doi.org/10.1017/S0958344014000159CrossRefGoogle Scholar
Chang, L.-C. (2022). Chinese language learners evaluating machine translation accuracy. The JALT CALL Journal, 18(1), 110–136. https://doi.org/10.29140/jaltcall.v18n1.592CrossRefGoogle Scholar
Chapelle, C. A. (2007). Technology and second language acquisition. Annual Review of Applied Linguistics, 27, 98–114. https://doi.org/10.1017/S0267190508070050CrossRefGoogle Scholar
Chapelle, C. A., Cotos, E., & Lee, J. Y. (2015). Validity arguments for diagnostic assessment using automated writing evaluation. Language Testing, 32(3), 385–405. https://doi.org/10.1177/0265532214565386CrossRefGoogle Scholar
Chen, T. (2016). Technology-supported peer feedback in ESL/EFL writing classes: A research synthesis. Computer Assisted Language Learning, 29(2), 365–397. https://doi.org/10.1080/09588221.2014.960942CrossRefGoogle Scholar
Cho, H. (2017). Synchronous web-based collaborative writing: Factors mediating interaction among second-language writers. Journal of Second Language Writing, 36, 37–51. https://doi.org/10.1016/j.jslw.2017.05.013CrossRefGoogle Scholar
Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64–80. http://doi.org/10.1111/modl.12302CrossRefGoogle Scholar
Chung, E. S., & Ahn, S. (2022). The effect of using machine translation on linguistic features in L2 writing across proficiency levels and text genres. Computer Assisted Language Learning, 35(9), 2239–2264. https://doi.org/10.1080/09588221.2020.1871029CrossRefGoogle Scholar
Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load. John Wiley & Sons.Google Scholar
Cummins, P. W., & Davesne, C. (2009). Using electronic portfolios for second language assessment. The Modern Language Journal, 93(s1), 848–867. https://doi.org/10.1111/j.1540-4781.2009.00977.xCrossRefGoogle Scholar
Cunningham, K. J. (2019a). Student perceptions and use of technology-mediated text and screencast feedback in ESL writing. Computers and Composition, 52, 222–241. https://doi.org/10.1016/j.compcom.2019.02.003CrossRefGoogle Scholar
Cunningham, K. J. (2019b). How language choices in feedback change with technology: Engagement in text and screencast feedback on ESL writing. Computers & Education, 135, 91–99. https://doi.org/10.1016/j.compedu.2019.03.002CrossRefGoogle Scholar
Dikli, S., & Bleyle, S. (2014). Automated essay scoring feedback for second language writers: How does it compare to instructor feedback? Assessing Writing, 22, 1–17. https://doi.org/10.1016/j.asw.2014.03.006CrossRefGoogle Scholar
Dizon, G. (2016). A comparative study of Facebook vs. paper-and-pencil writing to improve second language writing skills. Computer Assisted Language Learning, 29(8), 1249–1258. https://doi.org/10.1080/09588221.2016.1266369CrossRefGoogle Scholar
Egbert, J. (2005). Conducting research on CALL. In Egbert, J. L. & Petrie, G. M. (Eds.), CALL research perspectives (pp. 3–8). Erlbaum.Google Scholar
Elola, I., & Oskoz, A. (2017). Writing with 21st century social tools in the second language classroom: New literacies, genres, and writing practices. Journal of Second language Writing, 36, 52–60. https://doi.org/10.1016/j.jslw.2017.04.002CrossRefGoogle Scholar
Ene, E., & Upton, T. A. (2018). Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition. Journal of Second Language Writing, 41, 1–13. https://doi.org/10.1016/j.jslw.2018.05.005CrossRefGoogle Scholar
Gao, J., & Ma, S. (2019). The effect of two forms of computer-automated metalinguistic corrective feedback. Language Learning & Technology, 23(2), 65–83. https://doi.org/10125/44683.Google Scholar
Garrett, N. (1991). Technology in the service of language learning: Trends and issues. The Modern Language Journal, 75, 74–101. https://doi.org/10.1111/j.1540-4781.1991.tb01085.xCrossRefGoogle Scholar
Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93(l), 719–740. https://doi.org/10.1111/j.1540-4781.2009.00969.xCrossRefGoogle Scholar
Godwin-Jones, R. (2018). Second language writing online: An update. Language Learning & Technology, 22(1), 1–15. https://dx.doi.org/10125/44574Google Scholar
Hsu, H.-C., & Lo, Y. F. (2018). Using wiki-mediated collaboration to foster L2 writing performance. Language Learning & Technology, 22(3), 103–123. https://doi.org/10125/44659Google Scholar
Hung, S. T. A. (2016). Enhancing feedback provision through multimodal video technology. Computers & Education, 98, 90–101. https://doi.org/10.1016/j.compedu.2016.03.009CrossRefGoogle Scholar
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. http://dx.doi.org/10.1017/S0261444806003399CrossRefGoogle Scholar
Jonassen, D. (2005). Modeling with technology: Mindtools for conceptual change (3rd ed.). Prentice-Hall.Google Scholar
Kawashima, T. (2023). Student perceptions of Grammarly, teacher’s indirect and direct feedback: Possibility of machine feedback. The JALT CALL Journal, 19(1), 113–139. https://doi.org/10.29140/jaltcall.v19n1.1017CrossRefGoogle Scholar
Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183–210. https://doi.org/10.2307/40264516CrossRefGoogle Scholar
Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79–95.Google Scholar
Klimova, B., Pikhart, M., Benites, A. D., Lehr, C., & Sanchez-Stockhammer, C. (2022). Neural machine translation in foreign language teaching and learning: A systematic review. Education and Information Technologies, 28, 663–682. https://doi.org/10.1007/s10639-022-11194-2CrossRefGoogle Scholar
Lee, L. (2010). Exploring wiki-mediated collaborative writing: A case study in an elementary Spanish course. CALICO Journal, 27(2), 260–276.CrossRefGoogle Scholar
Lee, S.-M. (2020). The impact of using machine translation on EFL students’ writing. Computer Assisted Language Learning, 33(3), 157–175. https://doi.org/10.1080/09588221.2018.1553186CrossRefGoogle Scholar
Lee, S.-M. (2022). L2 learners’ strategies for using machine translation as a personalised writing assisting tool. In Colpaert, J. & Stockwell, G. (Eds.), Smart CALL: Personalization, contextualization, & socialization (pp. 184–206). Castledown Publishers. https://doi.org/10.29140/9781914291012-9CrossRefGoogle Scholar
Levy, M., Hubbard, P., Stockwell, G., & Colpaert, J. (2015). Research challenges in CALL. Computer Assisted Language Learning, 28(1), 1–6. http://dx.doi.org/10.1080/09588221.2014.987035CrossRefGoogle Scholar
Lord, F. M. (1971). Robbins-Monro procedures for tailored testing. Educational and Psychological Measurement, 31(1), 3–31. https://doi.org/10.1177/001316447103100101CrossRefGoogle Scholar
Lu, X. (2017). Automated measurement of syntactic complexity in corpus-based L2 writing research and implications for writing assessment. Language Testing, 34(4), 493–511. https://doi.org/10.1177/0265532217710675CrossRefGoogle Scholar
Mackey, A., & Polio, C. (2009). Multiple perspectives on interaction. Routledge.CrossRefGoogle Scholar
Malahito, J. A. I., & Quimbo, M. A. T. (2020). Creating G-Class: A gamified learning environment for freshman students. E-Learning and Digital Media, 17(2), 1–17. https://doi.org/10.1177/2042753019899805CrossRefGoogle Scholar
Marshall, J. C., Smart, J., Lotter, C., & Sirbu, C. (2011). Comparative analysis of two inquiry observational protocols: Striving to better understand the quality of teacher-facilitated inquiry-based instruction. School Science and Mathematics, 111(6), 306–315. https://doi.org/10.1111/j.1949-8594.2011.00091.xCrossRefGoogle Scholar
Ockey, G. J. (2009). Developments and challenges in the use of computer-based testing for assessing second language ability. The Modern Language Journal, 93, 836–847. https://doi.org/10.1111/j.1540-4781.2009.00976.xCrossRefGoogle Scholar
Özkul, S., & Ortaçtepe, D. (2017). The use of video feedback in teaching process-approach EFL writing. TESOL Journal, 8(4), 862–877. https://doi.org/10.1002/tesj.362CrossRefGoogle Scholar
Peeters, W. (2018). Applying the networking power of Web 2.0 to the foreign language classroom: A taxonomy of the online peer interaction process. Computer Assisted Language Learning, 31(8), 905–931. https://doi.org/10.1080/09588221.2018.1465982CrossRefGoogle Scholar
Pennington, M. C., & Rogerson-Revell, P. (2019). English pronunciation teaching and research: Contemporary perspectives. Palgrave Macmillan.CrossRefGoogle Scholar
Ranalli, J. (2018). Automated written corrective feedback: How well can students make use of it. Computer Assisted Language Learning, 31(7), 653–674. https://doi.org/10.1080/09588221.2018.1428994CrossRefGoogle Scholar
Ranalli, J., Feng, H. H., & Chukharev-Hudilainen, E. (2019). The affordances of process-tracing technologies for supporting second language writing instruction. Language Learning & Technology, 23(2), 1–11. https://doi.org/10125/44678Google Scholar
Reyna, J., Hanham, J., & Meier, P. C. (2018). A framework for digital media literacies for teaching and learning in higher education. E-Learning and Digital Media, 15(4), 176–190. https://doi.org/10.1177/2042753018784952CrossRefGoogle Scholar
Rogerson-Revell, P. M. (2021). Computer-assisted pronunciation training (CAPT): Current issues and future directions. RELC Journal, 52(1), 189–205. https://doi.org/10.1177/0033688220977406CrossRefGoogle Scholar
Sanz, C. (2003). Computer delivered implicit vs. explicit feedback in processing instruction. In VanPatten, B. (Ed.), Processing instruction: Theory, research, and commentary (pp. 241–256). Erlbaum.Google Scholar
Saricaoglu, A. (2018). The impact of automated feedback on second language learners’ written causal explanations. ReCALL, 31(12), 1–15. https://doi.org/10.1017/S095834401800006XGoogle Scholar
Schultz, J. (2000). Computers and collaborative writing in the foreign language curriculum. In Warschauer, M., & Kern, R. (Eds.). Network-based language teaching: Concepts and practice (pp. 121–150). Cambridge University Press. https://doi.org/10.1017/CBO9781139524735.008CrossRefGoogle Scholar
Scott, P., & Mouza, C. (2007). The impact of professional development on teacher learning, practice, and leadership skills: A study on the integration of technology in the teaching of writing. Journal of Educational Computing Research, 37(3), 229–266. https://doi.org/10.2190/EC.37.3.bCrossRefGoogle Scholar
Stockwell, G. (2010). CALL and the learner. Innovation in Language Learning and Teaching, 4(3), 177–179. https://doi.org/10.1080/17501229.2010.513826CrossRefGoogle Scholar
Stockwell, G. (2021). Living and learning with technology: Language learning with mobile devices. English Teaching, 76(s1), 3–16. https://doi.org/10.15858/engtea.76.s1.202109.3CrossRefGoogle Scholar
Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. The International Research Foundation for English Language Education. www.tirfonline.org/english-in-the-workforce/mobile-assisted-language-learningGoogle Scholar
Storch, N. (2011). Collaborative writing in second language contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275–288. https://doi.org/10.1017/S0267190511000079CrossRefGoogle Scholar
Strobl, C. (2014). Affordances of Web 2.0 technologies for collaborative advanced writing in a foreign language. CALICO Journal, 31(1), 1–18. https://doi.org/10.11139/cj.31.1.1-18CrossRefGoogle Scholar
Strobl, C. (2015). Attitudes towards online feedback on writing: Why students mistrust the learning potential of models. ReCALL, 27(3), 340–357. https://doi.org/10.1017/S0958344015000099CrossRefGoogle Scholar
Tai, H. C., Lin, W. C., & Yang, S. C. (2015). Exploring the effects of peer review and teachers’ corrective feedback on EFL students’ online writing performance. Journal of Educational Computing Research, 53(2), 284–309. https://doi.org/10.1177/0735633115597490CrossRefGoogle Scholar
Tolosa, C., East, M., & Villers, H. (2013). Online peer feedback in beginners’ writing tasks: Lessons learned. IALLT Journal of Language Learning Technologies, 43(1), 1–24. https://doi.org/10.17161/IALLT.V43I1.8516CrossRefGoogle Scholar
Tschirner, E. (2001). Language acquisition in the classroom: The role of digital video. Computer Assisted Language Learning, 14(3 & 4), 305–319. https://doi.org/10.1076/call.14.3.305.5796CrossRefGoogle Scholar
Tseng, S.-S., & Yeh, H.-C. (2019). The impact of video and written feedback on student references of English speaking practice. Language Learning & Technology, 23(2), 145–158. https://doi.org/10125/44687Google Scholar
Vanderplank, R. (2010). Déjà vu? A decade of research on language laboratories, television and video in language learning. Language Teaching, 43(1), 1–37. https://doi.org/10125/4468710.1017/S0261444809990267CrossRefGoogle Scholar
Wang, Y., & Panahi, A. (2023). Technology and second language instruction. In Mohebbi, H. & Wang, Y. (Eds.), Insights into teaching and learning writing: A practical guide for early-career teachers (pp. 167–179). Castledown Publishers. https://doi.org/10.29140/9781914291159-13CrossRefGoogle Scholar
Warni, S., Aziz, T. A., & Febriawan, D. (2018). The use of technology in English as a foreign language learning outside the classroom: An insight into learner autonomy. LLT Journal: A Journal on Language and Language Teaching, 21(2), 148–156.CrossRefGoogle Scholar
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57–71. https://doi.org/10.1017/S0261444800012970CrossRefGoogle Scholar
Warschauer, M. (2000). CALL for the 21st Century. IATEFL and ESADE Conference, 2 July 2000, Barcelona, Spain. www.gse.uci.edu/markw/cyberspace.htmlGoogle Scholar
Williams, C., & Beam, S. (2018). Technology and writing: Review of research, Computers & Education, 128, 227–242. https://doi.org/10.1016/j.compedu.2018.09.024CrossRefGoogle Scholar
Xu, Q., Dong, X., & Jiang, L. (2016). EFL learners’ perceptions of mobile-assisted feedback on oral production. TESOL Quarterly, 51(2), 408–417. https://doi.org/10.1002/tesq.335CrossRefGoogle Scholar
Yeh, S. W., & Lo, J. J. (2009). Using online annotations to support error correction and corrective feedback. Computers & Education, 52(4), 882–892. https://doi.org/10.1016/j.compedu.2008.12.014CrossRefGoogle Scholar
Yim, S., & Warschauer, M. (2017). Web-based collaborative writing in second language contexts: Methodological insights from text mining. Language Learning & Technology, 21(1), 146–165. https://doi.org/10125/44599Google Scholar

Further Reading

In this meta-analysis article, Graham and Perin systematically review a wide range of studies to determine the overall effectiveness of different instructional approaches to improve the writing skills of adolescents.

This article emphasizes the importance of finding a middle ground between excessive and minimalistic approaches to written corrective feedback in language teaching, focusing on targeted and meaningful feedback that considers individual learner needs.

This book offers theoretical insights, practical strategies, and examples to help language teachers enhance their assessment practices and provide effective feedback to promote students’ writing proficiency.

This book is a comprehensive resource that explores various aspects of writing research and writing instruction. It covers topics such as the development of writing skills, the impact of technology on writing, and effective strategies for teaching writing.

This book focuses on the role of corrective feedback in the context of L2 teaching and learning. It covers different types of corrective feedback, such as explicit correction and recasts, and discusses their effectiveness in promoting language development.

Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445CrossRefGoogle Scholar
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52(4), 524–536. https://doi.org/10.1017/S0261444819000247CrossRefGoogle Scholar
Lee, I. (2017). Classroom writing assessment and feedback in second language school contexts. Springer Publications. https://doi.org/10.1007/978-981-10-3924-9CrossRefGoogle Scholar
MacArthur, C. A., Graham, S., & Fitzgerald, J. (2015). Handbook of writing research (2nd ed.). The Guilford Publication.Google Scholar
Nassaji, H., & Kartchava, E. (2017). Corrective feedback in second language teaching and learning. Routledge.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Writing
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.033
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Writing
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.033
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Writing
  • Edited by Glenn Stockwell, Waseda University, Japan, Yijen Wang, Waseda University, Japan
  • Book: The Cambridge Handbook of Technology in Language Teaching and Learning
  • Online publication: 15 June 2025
  • Chapter DOI: https://doi.org/10.1017/9781009294850.033
Available formats
×