Abstract
The development of Information and Communication Technologies (ICTs) provides broad opportunities in teaching English in ESL countries. Given the rapid development in computer applications, it is important to look at how these applications can be used in language teaching specifically for writing skills. The purpose of this paper is to investigate the pre-service teachers’ perceptions of a writing software called ‘Paragraph Punch’ as a tool for assisting beginner writers. This software is designed to help learners of English as a second language to develop and organise paragraphs in essay writing. This paper provides an overview of the development of computer-assisted language learning (CALL) over the years, and the background and features of Paragraph Punch. Data for this study have been gathered from third-year TESL students in a state university in Malaysia using a questionnaire survey to elicit their views on the use of Paragraph Punch as a potential writing tool. The descriptive analysis of the data showed that the (i) respondents have a positive view towards Paragraph Punch as a potential writing tool, (ii) Paragraph Punch is more suited for beginner writers, and (iii) the software can still be improved in terms of interactivity and layout to enhance writing. The findings have been discussed with regard to ESL writing.
Highlights
English as a Second/Foreign Language (ESL/EFL) teachers of the new millennium are constantly on the move to discover new ways and methods to teach language more effectively
This paper provides an overview of the development of computer-assisted language learning (CALL) over the years, and the background and features of Paragraph Punch
The descriptive analysis of the data showed that the (i) respondents have a positive view towards Paragraph Punch as a potential writing tool, (ii) Paragraph Punch is more suited for beginner writers, and (iii) the software can still be improved in terms of interactivity and layout to enhance writing
Summary
English as a Second/Foreign Language (ESL/EFL) teachers of the new millennium are constantly on the move to discover new ways and methods to teach language more effectively. Many studies have been conducted on how language learning can be improved or facilitated using technology such as blogs, word processors, and web pages (Nadzrah and Kemboja, 2009; Melor Md Yunus et al, 2009; Maimun Aqsha Lubis et al, 2010; Conroy, 2010). The use of such technology has allowed educators worldwide to gain more insight on the evolution of the teaching of writing in modern classrooms. The third reason being writing allows students to master various subject matters because it heightens learners’ awareness towards knowledge gaps and apply problem-specific knowledge into other areas (Reeves, 2002)
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