ICT Tools Research Articles

Correlates of Socio Demographic Factors with Utilization of ICT Gadgets by Rural Students

Aims: This study investigates the utilization of ICT gadgets by rural students, focusing on usage patterns and their correlation with socio-demographic factors. As the demand and usage of ICT is increased, it is necessary to identify the ICT gadgets used by rural students and their extent of utilization so they may not be lag behind as urban population increasing the digital divide. Study Design: The research design was descriptive correlational research in nature. Research targeted two government senior secondary schools, one each from the villages of Niyana and Bhiwani Rohilla. A total of 100 students from grades 9 to 12 participated in the study who were willing and interested to participate. Place and Duration of the Study: The study was conducted in the Hisar district of Haryana state. The collection of data was done through the self-constructed questionnaire in the month of May, 2022 by the researcher itself. Duration of the study was 6 months. Methodology: Utilization was the usage of the ICT gadgets to reveal which types of ICT gadgets were being utilized by the respondents and which were not utilized. The developed questionnaire was used to discover the most utilized ICT gadgets by the respondents. For calculating, Level of Utilization of ICT gadgets, an excel sheet was made with the responses of the students given on the self-developed questionnaire on the usage of number of gadgets (0-15). For Comparison of School-I and School-II, Significance of the Difference was used. Correlation between Socio-Demographic profile of the respondents and utilization of ICT gadgets by School-I and School-II was also analyzed with P=.05. Results: It was revealed that all students in School-I utilized smartphones and televisions, with most displaying a medium level of usage. In contrast, students in School-II exhibited a lower level of ICT gadget utilization, despite similar access to smartphones and televisions. The t-score analysis revealed a significant difference in usage levels between the two schools. Smartphones were the most utilized devices for a variety of purposes, including academics, entertainment, and online transactions, while laptops were the least used gadgets. The study also found a positive correlation between education level and ICT gadget usage, suggesting that students with higher education engage more with ICT tools. A negative correlation was observed between distance from urban centers and ICT usage, indicating that students farther from cities face greater challenges in accessing technology. The results of the research will be beneficial for government and policymakers to formulate programs to enhance the utilization of ICT gadgets by rural students of India to overcome digital gap. Conclusion: These findings emphasize the influence of socio-demographic factors on ICT usage and highlight the need for targeted interventions to enhance technology access and utilization in rural education.

Contribution of International Non-Governmental Organizations’ Interventions on Students’ Competence in English Language in Bugesera District Primary Schools, Rwanda

Purpose: The aim of the study was to evaluate the impact of interventions by International Non-Governmental Organizations on students' competence in Rwanda. Methodology: This research adopted a descriptive case study design aimed at establishing the impact of International Non-Governmental Organizations (INGOs) interventions on learners’ competence in English in Rwanda. The study utilized a mixed-method approach, incorporating both quantitative and qualitative methodologies to provide a comprehensive analysis. The population of our study was composed of 92 teachers and 16 head teachers of all primary schools in Bugesera District which were the target of Teacher Self Learning Academy project. The population also included 5 SEIs, 1 DEO/DDE in that district and a Plan International staff who has been involved in the TSLA project implementation. The sample size drawn from the total population of 92 teachers is 75 teachers using Slovin's Formula. Alongside the 8 head teachers from the selected schools, 5 SEIs, 1 DDE, and 1 Plan International staff member, this leads to a total of 90 participants for the study. The sampling approach was specifically tailored to suit the different categories of participants in the study. Purposive sampling was employed to select all head teachers from the identified schools. In contrast, stratified random sampling was used to select teachers, ensuring representativeness across various demographics such as gender, experience, and school location. For this study purpose, questionnaires and interview guide was used to collect and analyze data from research participants. The researcher took into consideration validity and reliability of the study to be valid and reliable to the audience. The researcher used descriptive statistics to analyze quantitative data and draw tables. Descriptive statistics were used to simplify large amounts of data. Inferential statistics were used to treat particular factors to detect the contribution of each determinant in learners’ competence in English. Primary data was treated through appropriate software as Statistical Package for Social Science (IBM/SPSS Version 21.0) and by after confronted with interviews and secondary data. Findings: The findings from both quantitative and qualitative data reveal that the TSLA project had a significant positive impact on students' English language skills, particularly in listening, speaking, reading, and writing. The findings revealed that 90.7% of the respondents agreed that instructional videos uploaded on iPods improved students' English listening skills, while 100% believed that these videos enhanced speaking fluency. Additionally, 94.7% of respondents indicated that the provision of teaching aids improved students' reading skills, and 86.7% noted an improvement in writing skills. Methods used in teachers' training, such as study groups and mentoring, were positively evaluated, with 76% and 74.7% of respondents, respectively, affirming their contribution to students’ English competence. However, challenges such as inadequate support from school management (62.7%), lack of incentives (88%), and insufficient resources (98.7%) were identified as barriers to effective implementation. Unique Contribution to Theory, Practice and Policy: The Government authorities should enforce policies that mandate continuous professional development for teachers and monitor their implementation to ensure effectiveness. The Ministry of Education should enhance teacher training programs by investing in comprehensive and continuous professional development programs that focus on modern teaching methodologies, ICT integration, and language competences. The Rwanda Basic Education Board (REB) should create incentive schemes to acknowledge and reward teachers who demonstrate exceptional dedication and improvement in their teaching practices. Bugesera Primary Schools should ensure that school management provides adequate support to teachers, including mentoring, peer coaching, and access to necessary teaching materials while parents should encourage and support their children's learning activities at home, particularly in using ICT tools and practicing language skills.

Influence of Teachers’ Experience in Information Communication Technology and Students’ Academic Performance in Mathematics in Public Secondary Schools of Rwanda: A Case of Kayonza District

The study evaluated the impact of teachers' ICT experience on students' math performance in public secondary schools in Kayonza District, Rwanda. Involving 259 participants (223 teachers and 36 head teachers), data were gathered through questionnaires, interviews, and observations, and analyzed using SPSS Version 20.0. Findings revealed that 83.5% of respondents strongly agreed that teachers skilled in MS Excel, 85.9% in PowerPoint, and 83.9% in preparing teaching materials with ICT tools positively influenced students' performance. Additionally, 82.3% noted that teachers trained in exam preparation with ICT tools demonstrated their ICT experience. Improved student outcomes were reported, with 79.4% noting better numeracy, 80.2% improved grades, and 78.3% enhanced skills in experimenting with MS Excel. A significant positive correlation was found between teachers' ICT expertise and students' math performance. The study suggests that proficiency in ICT tools enhances students' academic performance. The Ministry of Education should support ICT integration to boost academic achievement, with superintendents and head teachers optimizing ICT training and lab usage. Teachers should share ICT skills to improve instruction and student outcomes. Future research should investigate the broader effects of ICT in education on academic achievement in mathematics.

English Acquisition using Multiple Intelligences Supported Project-based Learning and ICT: The Role of Cognitive Factors

This paper has explored critical cognitive determinants affecting students’ English learning process in context of blended learning based on information and communication technologies, especially through project-based teaching; it also identifies how these identified cognitive determinants contribute to the formation of students’ cognitive profiles. Moreover, it has help designed a student-centred ICT-enabled English language learning/teaching process, and give the impact of blended learning based on information and communication technologies on student learning outcomes. In this paper, qualitative method was used to answer the research questions. The data used in this study are mainly derived from interviews of teachers and students in Chinese bilingual schools. The results identified several cognitive factors influenced students’ learning outcomes in a blended learning environment, such as attention, memory, metacognition, and motivation. Moreover, the study identified four distinct cognitive profiles based on learner characteristics, covering attentive learner, memory-reliant learner, metacognitive learner, and motivated learner. Attentive learners benefit from highly interactive and graphical interfaces, such as virtual reality simulations or instantaneous quizzes. Results also indicate that co-design approach involving teachers and students was pivotal in creating a student-centered learning framework. Effective integration of ICT in education requires continuous professional development, peer mentoring, and access to online resources for teachers. Effective teacher training ensures educators are well-equipped to use ICT tools to enhance teaching and learning. The results show that employing multimedia elements and providing interactive activities introduced more significant learning experiences while enhancing language retention and learning. The outcome of project-based learning activities enhanced the problem-solving and analytical skills of the students.

Digital Skills’ Impact on the Use of Digital Learning Tools

Innovations and developments in the ICT sector drive significant changes in how higher education institutions (HEIs) execute their teaching and learning processes. HEIs have always succeeded in the implementation of ICT tools for the facilitation of the process of teaching and learning. However, they have faced many challenges related to using these tools. Various tools have been introduced, not only for teaching and learning but also for socialisation. These tools include social media tools that are used to achieve different activities in response to the demands of society. Social media, however, is more utilised than digital learning tools, causing major concerns because users appear more interested in social media tools to perform academic activities than in digital learning tools. Students entering the university spaces are often comfortable using their phones but less comfortable using laptops or PCs. These, however, are the primary devices used in digital classrooms at institutions of higher learning. The basic ability to use them is crucial in succeeding in today’s digitised e-learning classrooms. This study investigates the impact digital literacy could have on using digital learning tools in HEIs. The study employed quantitative research methods using a survey developed and distributed to university alums to assess their digital skills upon entering their studies and how this impacted their learning experience. The participants were recruited from two public universities and one private university in the Eastern Cape. The purpose of the study was to formulate a checklist, based on the analysis of the data collected, that will inform the digital literacy factors impacting the use of digital learning in HEIs. While the study acknowledges that different students have different learning needs, it was still possible to create a solution through the suggested checklist consisting of eight (8) interventions developed to guide universities in improving the use of digital learning tools in their institutions.

Az IKT-eszközök szülői kontrollja az olvasóvá nevelés kontextusában

With digital technologies spreading exponentially, families and parents are concerned about the crisis of culture, of the book, of raising their children to be readers. In the research on which the present study is based (2022, 10 semi-structured interviews), I asked graduate mothers living in a rural settlement (Parajd, Harghita County) about their perception of ICT tools in their family literacy practices. In my previous research (Néma, 2023c), I found a significant opposition in the perception of books and ICT tools, thematising the latter as a primary obstacle in the process of literacy education. Thus, in the present study, I present the 6 groups of opinions in which the interviewed mothers detail the need to regulate children's use of devices in the context of reading - by analysing the content of 85 statements emphasising ICT control from the parental narrative.

Enhancing collaborative online learning in higher education: using Google Docs to analyze Literature texts by teacher trainees

The purpose of this project was to explore how collaborative learning can be enhanced through Information Communications Technology in the critical reading and analysis of Literature texts in a particular teacher training course at a selected university in Uganda. The study undertook an interventional research approach whereby critical literacy principles provided the basis for formulating online tasks that would provoke higher order thinking skills such synthesizing, analyzing, reasoning, comprehending, application, and evaluation during the discussion of the play The Lion and the Jewel. A conversational framework was adopted to design a collaborative learning environment by which face-to-face sessions were combined with technology in form of Google Docs. Some of the steps of engagement included identifying the eight participants, sharing of initial content on critical literacy with them, face-to-face sessions and uploading of tasks. The findings reveal that with systematic instructions and guidance Google Docs can provide a collaborative learning platform whereby students can continuously comment about Literature texts in a conversational manner; the intervention proved the possibilities of flexibility in the learning environment; and dialogic teaching especially when discussing Literature texts was greatly enhanced during this intervention. This study was carried out in a real time learning context during the teaching of one of the researcher’s courses. The finding thus can offer some useful guiding steps as benchmarks for actual take up of other ICT tools in teaching and learning in higher institutions of education

Integrating ICT Into Language Teaching- Designing Listening and Speaking Activities.

The human race has been facing an unexpected revolution all through recent history. Pandemic effects have been felt in the education field as well. The paper discusses the journey of Digitalization and the effects of technology on the Education field. This paper describes how software aided in the Moral and Mental development of students and facilitators alike in the early days of pandemic breakdown by making teaching and learning attainable. A facilitator continues to play an important role, even as technology has transported classes to learners' homes. Maintaining sanctity through digital learning was a major benefit to learners and facilitators. The paper demonstrates ICT tools' use in language classrooms, especially the revolutionary advancement in education. Using ICT tools in language classrooms, it describes how to provide learners with the basic skills (LSRW) necessary for their success.

The use of digital tools in forest tourism and recreation - Experiences from Warsaw agglomeration in Poland

Tourism and recreation in forest areas around large urban agglomerations are becoming increasingly important and pose major management challenges in terms of sustainability, environmental impact and balancing the needs of visitors with conservation efforts. Digital tools are critical to the planning and management of suburban forests as they improve data collection, enable efficient resource allocation and enhance the visitor experience through better navigation and information dissemination. The aim of our work was to find out whether people visiting urban and suburban forests in Warsaw consciously plan their visits to forest areas, what ICT tools they use during and after a forest visit, and whether they share their experiences related to forest recreation on social media after the visit. The research focused on urban and suburban forests in the Warsaw metropolitan area, Poland. Data on visitors’ characteristics, recreation habits and digital skills were collected in an online panel survey in November 2023 (n = 1413). The results showed that respondents most frequently visited forest areas around Warsaw 2–3 times a month and several times a year. The vast majority of respondents planned their visits directly on the day of the trip (34.96 %) and used their own knowledge and experience when planning their trip to the forest. More than half of respondents (69 %) stated that they use various types of digital tools when visiting forest areas, most commonly smartphones with GPS functionality. Most respondents stated that they had advanced (43.38 %) or at least advanced (32.06 %) knowledge of using digital tools. 39.49 % of respondents stated that they do not use the internet to share information about their forest visits. The research results presented in the sentence indicate the complexity of using digital tools in the management of outdoor recreation and tourism. On the one hand, our research clearly shows that digital tools are an integral part of modern outdoor recreation and tourism management and provide valuable insights, on the other hand, most respondents planned their visits directly on the day of departure, relying mainly on their own knowledge and experience, rather than on digital tools. This knowledge can be used to develop forest management strategies, environmental education, monitoring tourist flows and promoting responsible recreation worldwide. Further research is needed to analyse the use of digital tools in digital forest recreation.

Rapid Response to Professional Development: How Online Teacher Professional Learning Networks Supported Teachers in Pandemic Times

During COVID-19, when teachers rapidly shifted to remote teaching and learning, it became evident that there was an educational crisis—teachers were unprepared for teaching using digital pedagogies. A group of teachers and teacher educators in Trinidad and Tobago, ITTPN Global, responded to the call for emergency professional development in ICT tools with a free workshop series via Zoom. The workshop series served to address teachers’ upskilling in key areas of ICT as digital pedagogy became the pandemic pedagogy. Pandemic pedagogy refers to teaching and learning during COVID-19. Teachers built confidence and competence in using ICT tools and designing online lessons. The professional learning model highlighted in this paper utilized authentic and active learning and teacher agency. This reflective essay examines the transformative possibilities of networks in a crisis with implications for professional teacher learning post pandemic.

Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education

This study examines the barriers and facilitators to integrating ICT in teaching and learning English pronunciation among university lecturers and students. Three female lecturers from a Jordanian government university's Department of Pharmacy, with teaching experience spanning 3 to 10 years, participated, along with six focus groups of male and female students aged 20 to 23 from the Faculty of Pharmacy. Thematic analysis uncovered barriers such as limited ICT access, inadequate training, large class sizes, time constraints, and students' negative attitudes and low ICT skills, alongside facilitators including leadership support, ICT tool accessibility, basic training for students, and consistent ICT integration in assessment and curriculum. Students advocated for lecturer support, mobile device integration, ICT training, smaller class sizes, consistent ICT tool integration, tool accessibility, and specialized pronunciation courses. This study offers fresh insights into understanding perceptions of ICT adoption barriers and facilitators among university lecturers and students, benefiting researchers and policymakers focusing on teacher professional development to enhance ICT integration in English pronunciation teaching and learning at the tertiary level.

Special Issue on NIED Frontier Research on Science and Technology for Disaster Risk Reduction and Resilience 2024

We are pleased to publish this special issue, dedicated to the NIED Frontier Research on Science and Technology for Disaster Risk Reduction and Resilience 2024. The fifth NIED mid-/long-term plan period began in 2023, and this issue includes the first results of six papers, two reviews, one survey report, one note, and one material. Recently, violent natural disasters have triggered the development of effective countermeasures. Akita, Yamaguchi et al., and Hirashima et al. dealt with climate hazards such as heavy rainfall, snow, and ice disasters. Yamazaki-Honda reported the progress and challenges of disaster reduction and climate change adaptation using DRR strategies. Yadab et al., Akita, and Naito et al. reported data analysis and suggestions to evaluate seismic and volcanic hazards. Nagata et al. proposed the ICT tool “YOU@RISK” to educate regarding volcanic disaster risks. Sato et al. emphasized the importance and effectiveness of information technology. Kimura et al. emphasized preparedness and elaborated on measures to improve preparedness for all natural hazards. These new outcomes will promote the development of a sustainable society against these hazards and will be flagships to proceed with NIED research projects.

Future Role of Digital Platform of Community Policing in Malawi

Internet evolution and digital platform popularity have revolutionized citizens participation in public security administration. However, digital platform ecosystem and functionality remains underexplored. Study examines the future role of digital platform for citizens participation in community policing in Malawi. Within frame work of exploratory sequential mixed methods, focus group discussion interviews purposively selected four groups of 10 respondents each, and used interview guide for data collection. Survey randomly sampled 432 households using Yamene (1969) formular to distribute structured questionnaires for data collection. Interviews were written on script then coded, later grouped into sub themes and finally into themes which corresponded to research questions aided by NVivo application. The survey was analyzed through SPSS version 20 to come up with descriptive statistics. Using pragmatics philosophical paradigm, broken window, democratic participation and social-disorganization theories, the study revealed that citizens may be encouraged to participate on digital platform in community policing by; (a) providing training to citizens on digital crime prevention and safety measures, (b) offering incentives or rewards to citizens who participate in neighborhood safety and security digital initiatives, (c) using social media and other digital platforms to raise awareness and encourage citizen participation, (d) creating more opportunities for citizen-police collaboration and dialogue through social media. Multinominal logistic regression shows gender may have impact on the future role of digital platform of community policing; (i) gain communications between police and community, (ii) detect a wider variety of insecurities (Transparency), (iii) promote the effective use of limited resources, (iv) move beyond the customary bureaucratic procedures at p=.017, (v) gain participation of women, minorities, and vulnerable population at p=.459, (vi) contribute to empowerment of the community at p=.003. Solutions to challenges of digital platform of community policing use are; (1) awareness (Sensitization) Campaign, (2) capacity building on the usage of ICT tools, (3) make available ICT merchant selling and maintenance points, (4) usage of Solar Powered ICT and (5) Place coordinated governance mechanisms. While previous scholars have argued that digital platform has allowed formal and non-formal wide participation, as well as increase transparency and accountability to police officers in handling policing issues and empowering citizens to take part in security of their times. Current revelation points that harnessing and promotion of digital platform gives chance to revolution for transformation that may influence accountability of public security administration to provide quality public services for better life to the challenges of the time.

Herramientas TIC para la comprensión oral del inglés en diferentes contextos. Fenomenología educativa y aprendizaje significativo

Auditory skills in the teaching-learning of English are a fundamental ability when it comes to learning a second language. In this context, the present exploratory research involves an analysis of several ICT tools and their suitability for teaching auditory skills. Throughout the text, a brief description of each technological tool identified is presented to assess their characteristics and uses in various academic contexts. In methodological terms, this is documentary-based qualitative research, elaborated by means of a survey of documentary sources of proven academic value, under a perspective close to educational phenomenology, interested in describing people's learning experiences without confirmatory theoretical biases. In its general conclusions, the research showed that, in the educational field, the integration of ICT not only facilitates access to authentic and updated materials but also allows for a more personalized and continuous evaluation of students' progress. This does not mean that these tools are infallible or can respond to all the needs and expectations of all learning communities, but beyond this reality, ICTs are an option in constant development.

Designing and Testing a Contextual Factors-Based Teaching and Learning Model for Blended Mathematics Instruction

The study employs design-based research (DBR) to design the mathematics teaching and learning activity model (M-TLAM) for blended learning instruction in a Tanzanian higher education context. This model utilises contextual factors, including ICT tool usage, collaborative learning with metacognitive activities, and local culture, to determine how optimising these factors boosts math students’ motivation and achievement. Two DBR phases were conducted, of which Phase 1 lasted for two weeks and Phase 2 an entire semester. To evaluate M-TLAM in real-life learning settings, experiments were conducted with 225 first-year undergraduate students and seven lecturers at the College of Business Education in Tanzania. Experimental data were collected from pre-and post-tests, interviews, and questionnaires administered to students and lecturers. The study examined the perceptions and motivation of the participating lecturers towards using the M-TLAM in mathematics education and the factors influencing student motivation, academic achievement, and experience towards business mathematics courses. The evaluation results are promising and show that the M-TLAM implementation can potentially improve students’ motivation and academic achievement. In addition, the pedagogical experiences of students were primarily positive, and student’s attitudes towards the business mathematics course through M-TLAM were more favourable than those of students who studied the course via traditional methods. Cultural, technological, and instructional Factors contribute to students’ improved motivation. Lectures demonstrated a cheerful disposition towards the potential of the M-TLAM for enhancing teaching and learning activities. The contributions of this study are highlighted through the implementation of the M-TLAM for blended learning and through the design principles and guidelines provided towards its effective implementation.

Effects of ICTs on Labor Productivity: A Re-examination of Solow’s Paradox Through the Prism of the Joint Use of ICT Tools in Cameroonian Firms

Effects of ICTs on Labor Productivity: A Re-examination of Solow’s Paradox Through the Prism of the Joint Use of ICT Tools in Cameroonian Firms

The use of artificial intelligence in education in the light of security Culture according to the opinions of Hungarian and Turkish youth

Today, the importance of information security in education is increasingly emphasised. For members of generations X, Y and Alpha, ICT tools have become everyday objects of use, making it essential that teaching methods adapt and innovate accordingly. In particular, it is important that students learn to use data and devices safely, and the necessary guidelines should be integrated into the educational process. The six principles of security set out by the OECD apply to both students and teachers and provide guidance for users. Safety awareness is central to the development of a safety culture. In addition to knowledge and competences, safety culture also includes awareness and intentionality, which are essential for future success. There are many dimensions and aspects of awareness, but perhaps the most important in the context of education is the development of the digital dimension. However, it is also important to teach young people about the safe use of artificial intelligence and the limits of its applicability. The aim of our study is to examine how young people use the opportunities offered by digitalisation in educational institutions, with a particular focus on the use of AI and the perceptions and visions of its use. We will interpret this through an intercultural lens, comparing the intercultural characteristics and attitudinal differences of Hungarian and Turkish youth based on a questionnaire survey conducted in both countries.

A Study of Estonian High School Students' views on Learning Mathematics and the Integration of Digital Tools in Distance Learning

The COVID-19 pandemic has transformed the education landscape, with distance learning and digital tools becoming increasingly essential. This shift has presented both opportunities and challenges for educators and students. We examine the intersection between distance learning and digital tools in modern education, focusing on Estonian high school students' views on learning mathematics during the pandemic compared to the pre-pandemic period, and compare learning in classroom situations to distance learning. In 2021, we conducted online interviews with 30 12th-grade students who had participated in the online course offered by the university to prepare for the state mathematics exam. Given that the Estonian education system provides significant autonomy to teachers in selecting their teaching materials and methods, we explore the benefits and challenges of distance learning and the use of digital tools such as online platforms, video conferencing software, and educational apps to support student learning. The study found that teachers did not increase their use of specific ICT tools for teaching mathematics, but instead, relied on established teaching methodologies. Furthermore, the survey showed that learners expect an online course to be rich in video material and real-time meetings, so that they can get prompt feedback on questions and problems that arise. While digital tools have opened up new possibilities for distance learning, there must be a balance between technological innovation and human connection to create effective and meaningful learning experiences.

The Levels of Employing New Information Technology in School Administration from the Teachers' Point of View

This level of using ICT in education from the perspectives of school principals was explored in this investigation. The descriptive analytical method was used as the methodology and the study sample included 183 school principals, who were selected randomly from different public schools in the UAE. A questionnaire was prepared and formulated in its initial form, which consists of (58) items distributed among the six dimensions The findings found that school principals agreed on the importance of using ICT for the management of school examinations and results, as it came in first place with a percentage of 81.28, which is a high degree. The findings also showed that school principals have similar views on the use of ICT in school administration regardless of their gender. Both male and female principals use ICT tools and think it is important in school administration.

The Effect of Using Wattpad as an ICT Tool on EFL Students’ Writing Skill

The advancement of technology in the current world is leading to the changing of the learning process in the educational field. This study aimed to explore the use of Wattpad to enhance the writing skills of EFL learners following the integration of ICT for educational purposes based on the effect of the application and the student’s perceptions. The study used a mixed method to examine the data provided both numerical and non-numerical. The samples of this study were 80 participants at a state university in Central Java, Indonesia. The investigation conducted was related to EFL. The data of this study were collected through tests and a survey which was distributed online. This study revealed that there was a significant difference between students who were taught using Wattpad and those who were taught using paper-based writing (sig. 0.016 < α). Moreover, there were positive perceptions from the participants toward the use of Wattpad to enhance writing skills. Wattpad was perceived as a pleasurable media of learning where students could express various emotions, ideas, and thoughts. It gave chances to students to develop their writing. Further, this study is expected to give insight into future research related to the investigation of the use of Wattpad in developing writing skills.