The effects of writing instructions using digital textbook on elementary school English learners’ writing abilities and self-directed learning attitudes.

Abstract

The purpose of this study was to investigate the effects of writing instruction using English digital textbook on 4th grade students’ writing abilities and self-directed learning attitudes. The participants were 24 4th grade English learners who went through experimental lessons in which they were involved in their writing tasks using digital textbooks. Data collected during the 12 weeks experimental period include pre- and post-writing tests, writing tasks, questionnaires, and the teacher’s observation recordings. The results of data analysis revealed significant improvement on the participants’ writing abilities after the experimental lessons. The same held truth between the first and second writing tasks they completed in each lesson. Regarding self-directed learning attitudes, setting goals and planning, asking questions to the teacher or peers, and studying at home did not show significant improvement. However, intrinsic motivation, looking up materials, and continuous study after completing a task showed significant improvement. The majority of the participants wanted to keep using digital textbook after the experiment. Suggestions for more effective use of digital textbook were made based on the results.