Digital Writing Research Articles

Digital Writing as a New Tool of the Technological Era

Digital Writing as a New Tool of the Technological Era

The Effect of Digital Storytelling Activities on Prospective Teachers’ Attitudes Towards Digital Writing

Digital storytelling includes a writing process that is conducive to enhance writing skills at various stages of the educational process. By incorporating elements such as text, video, visuals, and sound, students create digital stories through applications on computers, mobile phones, and other digital platforms, employing multimedia formats. This approach leverages multiple media components, appealing to different senses within the digital story, and aims to aid in the retention of learning. The purpose of this study is to determine the impact of digital storytelling activities on preservice teachers' attitudes toward digital writing and to gather their perspectives on the process. A mixed-method approach, combining both quantitative and qualitative research methods, was adopted for this study. The quantitative dimension adopted a single-group pretest-posttest experimental design, whereas the qualitative dimension involved evaluating the preservice teachers' reflective journals on the process. The study was conducted with students (n=31) from the primary education department of Faculty of Education at Pamukkale University. Research data were collected via the "Attitude Scale for Writing in Digital Environments (DOYAT)," developed by Kırmızı, Kapıkıran, and Akkaya (2021), and the participants' reflective journals. The study was implemented over eight weeks, with sessions held twice per week. Upon comparing the pretest-posttest results and the journal findings, it was observed that digital storytelling activities positively influenced preservice teachers' attitudes toward digital writing. Findings from their reflections indicate improvements in their digial competencies, digital writing skills, and social skills. On the other hand, participants reported facing challenges in editing images, adding sound, structuring stories, and sequencing transitions. The process of creating animations for digital stories emerged as the most time-consuming difficulty for the preservice teachers.

Digital Writing Assessment through Padlet for grade XII IPA 4 students in SMA 4 Batam

Digital Writing Assessment through Padlet for grade XII IPA 4 students in SMA 4 Batam

Digital Writing in Foreign Language Teaching: Learner Views

The present study explores Turkish learners’ approaches toward digital writing and how digital writing contributes to their language learning. For this purpose, we recruited 21 international students from 16 countries, 10 males and 11 females, who attended B2-C1-level Turkish language classes at the Akdeniz University Turkish Language Teaching Center in the 2021-2022 academic year. We recorded and transcribed the data collected through face-to-face interviews with a semi-structured interview form consisting of 6 questions. The data were then coded to generate themes, and the findings were grounded on the interpretation of these themes. Accordingly, the results uncovered that all participants engage in digital writing and mostly utilize WhatsApp, Instagram, Telegram, YouTube, and Twitter as digital writing platforms. Moreover, they were found to usually mind proper spelling and punctuation and tend to use the T9 typing system in digital writing in Turkish. We also discovered that participants find auto-correction useful and sometimes misspell vowels, consonants, and longer words/consecutive suffixes due to differences between spoken and written languages. They particularly thought that digital writing contribute to their learning of Turkish. Overall, we comprehensively discussed the findings and raised some recommendations for future research.

Heart Rate Measurement Using the Built-In Triaxial Accelerometer from a Commercial Digital Writing Device.

Currently, wearable technology is an emerging trend that offers remarkable access to our data through smart devices like smartphones, watches, fitness trackers and textiles. As such, wearable devices can enable health monitoring without disrupting our daily routines. In clinical settings, electrocardiograms (ECGs) and photoplethysmographies (PPGs) are used to monitor heart and respiratory behaviors. In more practical settings, accelerometers can be used to estimate the heart rate when they are attached to the chest. They can also help filter out some noise in ECG signals from movement. In this work, we compare the heart rate data extracted from the built-in accelerometer of a commercial smart pen equipped with sensors (STABILO's DigiPen) to standard ECG monitor readouts. We demonstrate that it is possible to accurately predict the heart rate from the smart pencil. The data collection is carried out with eight volunteers writing the alphabet continuously for five minutes. The signal is processed with a Butterworth filter to cut off noise. We achieve a mean-squared error (MSE) better than 6.685 × 10-3 comparing the DigiPen's computed Δt (time between pulses) with the reference ECG data. The peaks' timestamps for both signals all maintain a correlation higher than 0.99. All computed heart rates (HR =60Δt) from the pen accurately correlate with the reference ECG signals.

Du latin tardif au numérique. Une histoire de la phrase française des « Serments de Strasbourg » aux écritures numériques sous la direction de Gilles Siouffi

From late Latin to digital culture. A History of French Sentence from the „Oaths of Strasbourg” to Digital Writing under the direction of Gilles Siouffi The article constitutes a report on the publication Une histoire de la phrase française des Serments de Strasbourg aux écritures numériques [A History of French Sentence from the “Oaths of Strasbourg” to Digital Writing] published under the direction of Gilles Siouffi. The notion of a sentence seems nowadays so widely shared that we could be tempted to think that all over the history it was an obvious thing. Texts used by the authors demonstrate the contrary, they show that a sentence was for a long time contending with little success against competitive concepts (such as period, proposition, to mention just the most important ones) and that it is the outcome of a complicated history relating to various areas of the social life: political history, literary history, technical innovations, language analyses, etc. Apart from the authors’ erudition and their ability to include linguistic thinking into the common history, this work seduces by the contrast between texts certified and the model of a sentence, which contemporary French speakers have encoded.

Digital Writing and Labor-based Grading: An Equitable and Inclusive Approach to Undergraduate Writing Instruction

Resumen The tradition of digital writing instructional practices is nearly 50 years old in the US (Handa, 2004). Sometimes, students fully online digital writing courses may fail to engage with and finish the course because they do not feel competent in handling the technologies in the academic context; thus, it is important to find out what equitable practices and what factors influence student success in these courses. Therefore, this study aims to examine digital writing assignments requested in a writing course, with the goal of demonstrating an inclusive and equitable practice: the Labor-based grading contract, in a way that promotes equal and fair grades. This practice is proposed as a solution to the shortcomings detected, since it has been observed that students inexperienced in pre-college education in the delivery of online writing assignments persist in their difficulties with technological educational platforms in college. The creation of a contract between the teacher and the students -at first-, fosters knowledge, motivation, involvement, or engagement with the task; thus, digital writing assignments go from being an unattainable goal to being a feasible task to engage in. Also, the cooperative creation of this online writing with an easy-to-use platform (Eli Peer Review) stimulates them to persist in the following tasks, as they have already reflected on them and have already found out among their peers what they consist of and how to deal with such tasks. In our research we present a case study of a course based on online writing instruction. Therefore, this study aims to examine a particular course in the United States in which multimedia writing assignments and labor-based grading allowed for deep student engagement and success (Dickson,1974; Inoue, 2019). The data comes from the use of mixed methods that combine qualitative information collected through document analysis (teacher materials: syllabi, guidelines, instructions; student materials: personal research, blog entries, and final letter); classroom observation field diaries and the semi-structured teacher interview, with the quantitative methods of a student survey. The results show that there is a high degree of alignment between the course and the best practices of online instruction, and that the nature of the assignments and the Labor-based Grading Contract (Dickson,1974, Inoue, 2019) appear to play key roles in student engagement and success in the course. Likewise, the most highlighted aspect by the students has been the emotional factor, since the tasks have allowed them to get involved and enjoy writing in the digital support. The systematic observation of this writing course aims to deeply understand its provenance, objectives, taxonomy and functionality, with the final purpose of highlighting the capabilities of this methodology in order to offer it as a model in other contexts to promote a fairer and more equitable education. Keywords assessment, case study, democratization, digital literacy, school performance monitoring

Using Technology to Support Creative Writing: How It Affects Teachers’ Digital Writing Skills and Their Gains from Digital Technology

With the advances in technology, the skill of writing has taken on a new form with digital tools. Concepts like digital literacy, digital writing, electronic writing, web-based writing, online writing, and multimodal texts have become increasingly common. Hence, integrating technology into writing education in schools today has gained significance. This way, students can write digitally and produce digital texts in harmony with their lives outside of school. Teaching these skills to students is only possible to the extent of the teachers’ digital writing skills, digital writing habits, self-efficacy in using technology, self-efficacy in preparing digital teaching materials, and improvement of these skills. In this context, the current research aims to investigate the effects of web-based creative writing practices on teachers’ digital writing skills, digital writing habits, self-efficacy regarding digital education technology standards, and self-efficacy in developing digital teaching materials. For this purpose, we used the experimental method “one-group pretest-posttest design.” The data were collected from a total of 40 teachers: 20 classroom teachers and 20 Turkish language teachers. We carried out 16 creative writing activities where the participants performed digital writing. In seven of these activities, the participants received information and observed examples of digital tools that can be used in writing education or created texts using various digital tools, like tools for creating digital stories and cartoons. For data collection, we used certain data collection tools before and after the writing activities. We analyzed the data using the Kolmogorov-Smirnov Test, the paired samples t-test, and the Wilcoxon signed-rank test via the SPSS 20.0 software. We interpreted the data and presented it in tables. We concluded that web-assisted creative writing practices had positive effects on teachers’ digital writing skills, digital writing habits, self-efficacy regarding digital education technology standards, and self-efficacy in developing digital teaching materials.

Book Review: Digital Writing: A Guide to Writing for Social Media and the Web

Book Review: Digital Writing: A Guide to Writing for Social Media and the Web

Tamil OCR Conversion from Digital Writing Pad Recognition Accuracy Improves through Modified Deep Learning Architectures

Digital handwritten recognition is an emerging field in optical character recognition (OCR). A digital writing pad replaces manual writing. In digital writing, the alphabet changes in font and shape. During OCR recognition, covert text file errors occur due to digital pen pressure and digital pen position on the digital pad by the writer. The shape changes in the alphabet lead to an error during the conversion of OCR to text. The above problem arises in Tamil, Chinese, Arabic, and Telugu, where the alphabet consists of bends, curves, and rings. OCR‐to‐text conversion for the Tamil language has more word errors due to angles and curves in the alphabet, which need to be converted accurately. This paper proposes ResNet two‐stage bottleneck architecture (RTSBA) for Tamil language‐based text recognition written on a digital writing pad. In the proposed RTSBA, two separate stages of neural networks reduce the complexity of the Tamil alphabet recognition problem. In the initial stage, the number of inputs and variables is reduced. In the final stage, time and computation complexity are reduced. The proposed algorithm has been compared with traditional algorithms such as long short‐term memory, Inception‐v3, recurrent neural networks, convolutional neural networks, and a two‐channel and two‐stream transformer. Proposed methods, such as RTSBA applied in the digital writing pad‐handwritten and HP lab datasets, achieved an accuracy of 98.7% and 97.1%, respectively.

Recognition of Handwritten Words from Digital Writing Pad Using MMU-SNet

In this paper, Modified Multi-scale Segmentation Network (MMU-SNet) method is proposed for Tamil text recognition. Handwritten texts from digital writing pad notes are used for text recognition. Handwritten words recognition for texts written from digital writing pad through text file conversion are challenging due to stylus pressure, writing on glass frictionless surfaces, and being less skilled in short writing, alphabet size, style, carved symbols, and orientation angle variations. Stylus pressure on the pad changes the words in the Tamil language alphabet because the Tamil alphabets have a smaller number of lines, angles, curves, and bends. The small change in dots, curves, and bends in the Tamil alphabet leads to error in recognition and changes the meaning of the words because of wrong alphabet conversion. However, handwritten English word recognition and conversion of text files from a digital writing pad are performed through various algorithms such as Support Vector Machine (SVM), Kohonen Neural Network (KNN), and Convolutional Neural Network (CNN) for offline and online alphabet recognition. The proposed algorithms are compared with above algorithms for Tamil word recognition. The proposed MMU-SNet method has achieved good accuracy in predicting text, about 96.8% compared to other traditional CNN algorithms.

Editor’s Introduction: Assessing Writing Programs and Their Impacts on Students

This editor's column provides an overview of Tamara Tate and Mark Warschauer's "Access, Digital Writing, and Achievement," Mary Stewart’s “Confronting the Ideologies of Assimilation and Colorblindness in Writing Program Assessment through Antiracist Dynamic Criteria Mapping," and Analeigh Horton's “Two Sisters and a Heuristic for Listening to Multilingual, International Students’ Directed Self-Placement Stories.”

Speculative Propositions for Digital Writing Under the New Autonomous Model of Literacy

Speculative Propositions for Digital Writing Under the New Autonomous Model of Literacy

DEVELOPING DIGITAL WRITING TEST FOR STUDENTS OF ENGLISH AND LITERATURE DEPARTMENT

This study was aimed at developing Digital English writing test by using Quia or Quizziz for semester 2 students in Academic Year 2021/2022. Quizizz application is a digital application that has a colorful display with animation on its interface. This writing test is to find out the students’ initial ability in writing text, such as making a simple outline and write them into a simple paragraph with main idea and topic determined by the researchers. This developing test is useful for students of English and Literature Department and developed as a pre-test for mapping freshmen students’ competency in writing. Research and Development design was used in this study, with the data used from the result of need analysis as well as interviewing the lecturers and students. The data were chosen by random sampling with the total number is 60 students of the second semester in Academic Year 2021/2022 of English and Literature Department as well as 4 lecturers of writing course.

Structured Digital Writing Lab

The importance of writing and publishing is well understood in the academic world and is gaining importance in business applications as well. Students need to gain corresponding skills during their studies. The process itself can be structured and is repeatable. However, students are not familiar with the process and need some guidance to achieve high quality results. Typical writing seminars may be quite theoretical and do not sufficiently guide the writing in teams, reviewing and publication process. This paper presents the Scientific Workflow Guide SWOFI that can be used to guide collaborative academic writing and publishing in a structured process, which resembles the guided process in lab-based education. The results which have been achieved in different seminars at two different institutions are analyzed and discussed.

DEVELOPING DIGITAL BOOK BASED FLIP PDF PROFESSIONAL INTEGRATED WITH LIVE WORKSHEET TO INCREASE STUDENT MOTIVATION FOR LEARNING WRITING IN THE FIRST GRADE SMPN 5 KARANGPLOSO IN 2022

This study aims to develop a Digital Book that is integrated with an interactive worksheet (Liveworksheet) in English subjects and to determine the effect of using digital books on student motivation at SMP Negeri 5 Karangploso. This study uses a research and development approach (Research and Development). The place of this research is SMP Negeri 5 Karangploso. The object of this research is a Fun Digital Writing Book "Yes, I Can Write" which is a digital book that is integrated with an interactive worksheet (Liveworksheet). This research is included in the type of Research and Development (R&D). The data collection technique used in this research is the interview and questionnaire method. Interviews were used to analyze the needs of students in learning English, then the second questionnaire was used to collect data about the feasibility of English learning media, including: material experts, media experts and class VII E students. The method used to analyze the data was expressed in a four-scale score distribution. to a predetermined rating scale category. From the research results, among others: the material expert test obtained a score of 80.5% in the very good category, the media expert test obtained a score of 93.1% in the very good category, and the test to students with a score of 88% in the very good category so Fun Digital Writing Book “Yes, I Can Write” can be used to increase students' learning motivation in writing skills in English.

The Relationship between the Digital Literacy Levels of Turkish Language Teacher Candidates and Their Attitudes Towards Digital Writing

The purpose of this study is to explore the levels of digital literacy among Turkish teacher candidates as well as their attitudes about digital writing, and to investigate the relationship between these variables. The survey model is used in this study using a quantitative research approach. The sample of the research consists of 556 Turkish language teacher candidates studying at 18 different public universities in Turkey in the fall of the 2021-2022 academic years. In this study, personal information form, Digital Literacy Scale, and Attitude Scale for Digital Writing (DWS) are employed as data collection tools. The data are analyzed using correlation and regression analysis test. The research findings show that the digital literacy levels of Turkish language teacher candidates and their attitudes towards digital writing are moderate. These findings disclose a necessity to improve both the digital literacy of Turkish teacher candidates and their attitudes towards digital writing. Additionally, the results generally reveal a favorable and significant correlation between the participants’ attitudes regarding digital writing and their degrees of digital literacy. The findings of the present study are examined in the light of the literature, and different recommendations are developed.

The digital writing café - accessibility born from necessity

The Writing Café is a creative space for students to talk about academic writing across disciplines, and to support them to become better writers, underpinned by the philosophy of inclusion and inquiry. Originally located in a café on campus, in response to the pandemic, the Writing Café transitioned online considering the additional struggles that students might be experiencing as a result of the pandemic. Within days, it had moved online with no interruption of service. Attendance in the Digital Writing Café increased by 50% during lockdown, and the service was highlighted by the Gravity Assist report as one of the most innovative examples of how universities and colleges have responded to the pandemic by providing online support to their students. Due to the successes, the Digital Café now runs concurrently alongside The Writing Café in the Library providing a flexible service to meet the varying needs of the students. Though the Writing Café has always been a space that helps bridge the gap in supporting social mobility, this new flexible approach has seen a drastic increase in engagement from students who identify as from Access and Participation Plan (APP) categories. The presentation explored the evolution of the Writing Café to the new hybrid dual delivery model, with provision located physically at the heart of the campus in our Library café, alongside an online digital provision using zoom. Our Writing Mentors will share their experience and will discuss the impact on our student engagement.

Book Review: Digital Writing: A Guide to Writing for Social Media and the Web by Lawrence D.

Book Review: <i>Digital Writing: A Guide to Writing for Social Media and the Web</i> by Lawrence D.

EXPLORING THE USE OF ADAPTIVE LEARNING TECHNOLOGY IN HIGHER EDUCATION WRITING CLASSES: STUDENTS’ PERSPECTIVES

This study investigates students' perspectives on using Adaptive Learning Technology (ALT) in writing classes in higher education. The ALTs used include Grammarly as an Automated Writing Evaluation (AWE), Quizizz as an Adaptive Content Application (ACA), and Google Docs and Miro as Digital Writing Platforms (DWP). Underpinning Bloom’s Taxonomy, this mixed-methods research design combining a questionnaire adapted from Nguyen and Nguyen (2022), Gohar and El-Ghool (2016) as well as an observation checklist were employed to collect both quantitative and qualitative data on students' overall attitudes toward ALT, perceptions of its utility, satisfaction with its implementation, challenges, and recommendations. The findings indicate that students generally had a positive attitude towards ALT, particularly its capacity to provide personalized feedback and support for specific learning requirements. However, obstacles such as technical difficulties and the need for both students and teachers to receive adequate training and support must be addressed. The study additionally suggests several recommendations for the implementation of ALT in writing classes.