Open-ended Questionnaire Research Articles

Optometry students’ views on preparing for private practice via standardised patient simulation

Background: Standardised patient (SP) simulation can significantly enrich the learning environment in health professions education. Simulation in optometry has yet to be widely adopted, especially in Africa, prompting this study to investigate whether students perceived the use of SP simulation in optometry education as an effective method for enhancing the development and refinement of core competency skills.Aim: This study aimed to determine optometry students’ perceptions of simulation learning experiences with a SP.Setting: This study was done at the Department of Optometry at the University of the Free State, South AfricaMethods: A qualitative case study was undertaken. All 17 final-year optometry students (n = 17) were invited to participate. Data were collected using an open-ended questionnaire. Content analysis was used to analyse the experiences and perceptions of the participants.Results: The response rate was 100%. The students perceived that the educational objectives of the simulation experiences were successfully achieved. They felt that the simulation helped them develop core competencies like professionalism and communication while boosting their confidence. They attributed this success to the realistic, appropriate and safe learning environment that the simulation provided.Conclusion: The findings suggest that optometry students perceive SP simulations as a valuable tool in preparing them for private practice. This study highlighted the effectiveness of SP-based training in bridging the gap between academic learning and real-world practice.Contribution: This study is the first in South Africa to explore optometry students’ preparation for private practice through SP simulation. The findings offer insights that can guide other optometry programs using SPs to support students’ holistic development, enhancing their professionalism and readiness for practice.

Exploring Factors Affecting Reading Culture of First-Year Students At A Selected Institution of Higher Learning In South Africa

Prior research has shown that academic reading poses a significant challenge for university students. One of the primary explanations is the lack of a positive reading culture among university students. Several studies have demonstrated the positive and negative effects of various factors on reading cultures. Notably, some studies indicate that university students do not read books regularly, and their cultural surroundings discourage them from doing so, often due to inadequate libraries and a lack of role models. Therefore, the current study sought to diagnose the factors affecting the reading culture of students at a specific institution of higher learning. The study employed a qualitative research approach, with a phenomenological research design deemed relevant. A targeted sample of 65 respondents was selected to answer an open-ended questionnaire. Thematic analysis was utilized to analyze the collected data. The results revealed that university students’ reading culture was influenced by factors such as limited English vocabulary, poor reading comprehension, lack of reading interest, and time constraints. These findings are expected to raise lecturers' awareness of the factors affecting their students' reading culture. This knowledge is crucial as it can inform the development of thoughtful interventions aimed at fostering a positive reading culture among students. Additionally, the study provides data that could enhance English lecturers' understanding of the challenges affecting their students' reading habits.

FAKTOR-FAKTOR YANG MENGHAMBAT MASYARAKAT UNTUK BERJALAN KAKI DAERAH PERKOTAAN

Walking is very important in cities as it helps people to travel from one place to another. Urban areas in Bali are experiencing rapid development as tourism normalises, gradually entering a process of urban renewal. Improving the quality of the pedestrian environment is an important issue. The purpose of this research is to study how a person's physical condition, concepts, and activities affect their physical character and interest in walking. A quantitative method was used using randomly distributed open-ended questionnaires. Pedestrian criteria and facilities will be the source of data categorised in inhibiting pedestrians. A person who wants to walk should have good access and well-maintained facilities so that urban areas can be specialised for pedestrian paths.

A pilot evaluation of school-based LEGO® robotics therapy for autistic students

There is emerging evidence that LEGO® therapy is an effective way of supporting younger autistic children develop their communication and social skills. LEGO® robotics therapy – which uses the principles of LEGO® therapy applied to LEGO® robotics – may be an age-appropriate intervention to reduce anxiety and increase social skills in autistic adolescents. The aims of this study, involving 24 autistic students aged 13–16 years, were to examine (a) the effect of an 8-week LEGO® robotics therapy on students’ anxiety, social skills, academic motivation, and engagement, and (b) the views and perceptions of all stakeholders (students, parents, school staff and facilitators) regarding the program. An adapted explanatory sequential basic mixed-methods design was used. Groups of three students supported by two facilitators participated in the LEGO® robotics therapy for eight sessions at school. Quantitative data was collected before and after therapy using the Anxiety Scale for children-Autism Spectrum Disorder, Social Skills Improvement System and the Motivation and Engagement scale. Qualitative data was collected using open-ended online questionnaires, interviews, and focus groups from all stakeholders. No statistically significant within group differences were found in relation to students’ anxiety, social skills, motivation and engagement before and after the program. Qualitative findings indicated predominantly positive student experiences and outcomes such as better school attendance, increased confidence, and social skills. The findings suggest that LEGO® robotics therapy may be associated with a range of nuanced positive experiences and outcomes for individuals and groups of students, suggesting potential value in further efforts to refine the program.

Establishing the missing link between motivational factors and international tourist intentions for yoga tourism: a perspective from flow experience theory

ABSTRACT Yoga tourism is becoming increasingly popular and relevant among tourists worldwide as people become more concerned about their health and well-being. The study intends to establish the relationship between push and pull motivational factors, flow experience, revisit intention, and intention to recommend in the context of yoga tourism. The respondents were international yoga tourists visiting India (Rishikesh) for yoga and meditation. The study follows a mixed-methods approach. Study 1 explores the push and pull motivation factors derived from the open-ended questionnaires. Study 2 collected responses from 822 international tourists and used structure equation modelling for analysis. As per the findings, the push factor (improved physical endurance) and the pull factor (affordability) have the most significant impact on the flow experience of tourists. Further, the results suggest a considerable effect of flow experience on revisit intention and intention to recommend. The current study provides novel insights into yoga's pull and push motivation drivers, which might benefit Indian yoga tourism by repositioning its marketing approach.

Cultural Change of Mathematics Teachers' Views on Technology: Navigating the Artificial Intelligence Revolution

The development of technology related to Artificial Intelligence is growing rapidly, and one of its implications is the teaching of mathematics in the classroom. Therefore, it is necessary to conduct research on the perspective of mathematics teachers in addressing the development of artificial intelligence (AI) used in mathematics learning. This study examines the role of AI technology in facilitating pedagogical reform in mathematics education from the perspective of teachers. Through a questionnaire distributed to mathematics teachers, this paper identifies teachers' perspectives on the development of AI and its use in their classrooms. A total of 56 mathematics teachers participated in this study. In addition to the five-item questionnaire, an open-ended questionnaire was also provided. A number of AI that teachers use in their teaching are also mentioned in this paper. The paper also discusses the challenges that mathematics teachers face when using AI in mathematics lesson planning in their classrooms. It concludes that mathematics learning using AI has significant potential to improve students' competencies by equipping them with essential skills for the digital age

Students’ Perceptions in the Integration of E-learning at a Free State TVET College in South Africa

The increasing demand for Technical Vocational Education and Training (TVET) colleges in South Africa to align with economic growth and technological advancements has intensified, particularly post-COVID-19. The government’s White Paper on e-Education outlines a strategy to make the education system more efficient and equitable through digital transformation. This qualitative interpretive study explores the experiences of TVET students using open-ended questionnaires to gather in-depth insights into their perceptions of e-learning. Participants were purposefully selected from a predominantly rural campus, with data analysed thematically to identify critical challenges and opportunities faced in e-learning environments. The study engages with the pertinent issue, emphasising the perceived difficulties and prospects of TVET students while learning via e-learning platforms. By analysing student responses through the TAAA model, the study outlines critical factors for improving digital literacy and infrastructure, which is essential for scalable e-learning solutions in resource-limited settings. The findings derived from this qualitative interpretive study have disclosed that many obstructive elements exist, simultaneously giving rise to opportunities associated with e-learning. These findings can establish a basis for the extant body of knowledge and are recommended for the consideration of relevant stakeholders capable of addressing the challenges linked to e-learning environments in TVET college education.

Analysis of Basic Needs Factors Affecting the Academic Success of Affirmation Students: A Case Study at Jenderal Soedirman University

This study examines the factors influencing the academic success of ADIK Papua affirmation students, particularly at Jenderal Soedirman University, using Maslow’s Hierarchy of Needs Theory. The research aims to understand how the fulfillment of psychological, social, and self-actualization needs impacts the adaptation and academic achievements of affirmation students. Employing a qualitative descriptive approach, this study surveyed 12 recipients of the ADIK Papua scholarship from various faculties and departments at Jenderal Soedirman University. Data were collected through observations and open-ended questionnaires, analyzed using an interactive three-step model: data reduction, data presentation, and conclusion drawing with verification. The findings reveal that the fulfillment of basic needs, including security, social support, and self-actualization, significantly influences the adaptation and academic success of ADIK Papua affirmation students.

Is It All That Positive? An Exploratory Study of Emotions in the Older Adult In-Person and Online EFL Classrooms

Late-life foreign language education (i.e., FL geragogy, FLG) is said to be related to the de- lay of age-related cognitive changes in healthy individuals and has been shown to positively affect the quality of life of older adults, the fastest-growing age group worldwide. These are also the two main reasons which seem to be behind the high enrolment rates for FL courses at the Universities of the Third Age (U3A) and senior centres alike. Nowadays, following the outbreak of COVID-19 pandemic and months spent in the emergency remote teaching, some of the older learners decided to continue their ed- ucation online, others came back to the classrooms. In both cases, the research on third age learner emotions remains rather scarce, despite a gradually increasing interest of applied linguists in this age group. The aim of this paper is thus to bridge the gap between FLG and Positive Language Education (Mercer et al.) by discerning the reasons behind the learners’ choice of in-person or online classes and investigating the emotions experienced in both modes. To this end, the qualitative research was conducted in two groups of older adult English as a FL learners in the in-class (n = 11) and online mode (n = 6). The data was collected via open-ended questionnaire and a thematic analysis of the dataset was done to identify patterns of meaning. The results indicate that although the emotions in both modes are similar, and learning English in later life is a source of pride, satisfaction, and self-fulfilment irrespective of the form of classes, the online experience is decidedly more negative and causes greater anxiety, frustration, and boredom. In addition, face-to-face social interaction seems to play a vital role in the learners’ overall perception of the course.

Tongue-tied: Language-based exclusion at a South African university

The post-apartheid government in South Africa adopted a multilingual education policy to provide education in learners' home languages as a foundation for learning while promoting proficiency in at least two additional official languages. This marked a paradigm shift from the apartheid regime, which was characterised by racial segregation and discrimination, prioritising Afrikaans and English at the expense of indigenous African languages. Although widely celebrated, achieving the multilingual promise ushered in by the democratic dispensation remains a challenge for post-apartheid South African higher education. This study explored students' experiences of language-based discrimination at a selected South African university. Using a qualitative approach, data were collected from 20 purposively sampled final-year students through an open-ended questionnaire that was distributed electronically to students in the Education faculty and analysed thematically. The findings revealed that minority language speakers grappled with feelings of invisibility, alienation, frustration, and exclusion in their academic and social lives, making it difficult for them to engage fully in university life. Various coping mechanisms were also reported, demonstrating the agency of these minority groups; however, these were found to be insufficient. The study thus recommended prioritising inclusive language policies and training that foster lingua-cultural empathy among students and staff, among other things.

The Ripple Effect: How Chaos Theory can Transform Education

Background: The education atmosphere in a class could influence students’ attitude and their understanding and willingness to collaborate in a class. Chaos has a different meaning for different students and lecturers. Sometimes this same chaos could be the best possible paradigm or teaching strategy to influence students to have a deeper understanding of the work. The use of chaos theory in higher education could allow for a different way in which students view information and how they engage and collaborate in the class. Focus: In this research the use of chaos theory in Higher Education Institutions classrooms was researched to be able to answer the following research question: How do students and lecturers perceive the impact of chaos theory on fostering deeper learning and critical thinking in academic settings? Methodology: A qualitative research design was followed to determine how students experienced this approach of teaching, and the experience from the lectures who apply this theory and method of teaching in the class. A case study design was followed to discover how the method is implemented in class and students used an open-ended questionnaire to explain their experience. The lecturers involved also filled in an open-ended questionnaire to explain the difference between the normal teaching strategy they used in their classes in relation to the chaos theory. Purposive sampling was used to determine who will be part of the study. Only lecturers who were willing to test the results regarding the chaos theory were asked to take part in the study. Results and implications: A paradigm change could contribute to deeper learning. The way lecturers approach this theory in the classroom contributed to a new approach of lecturing to use in the classroom to ensure students gain deeper learning in a different way than before. Students experience the situation differently and from the case study it was clear that lectures and students explain that this method of discovering and exploring need to be develop more in classrooms and students need to get the opportunity to be exposed to this method of lecturing. In the light of this, a recommendation to lecturers will be to explore this method of instruction and allow students to discover information in a different method. Keywords: Chaos theory, Deeper Understanding, Teaching Strategies, Students Attitude & Education Atmosphere.

Navigating Teacher Well-Being in Globalized Education: Challenges and Recommendations

In the context of globalized education, teacher well-being has emerged as a critical area of study, where educators face unique challenges. This research investigated the multifaceted factors influencing teacher well-being, aiming to identify common struggles and contextual influences that shape their experiences. Given the increasing responsibilities placed on teachers, it is crucial to prioritize their well-being, as it has a direct impact on the quality of education they provide. The preliminary data were gathered via electronic open-ended questionnaires and eight semi-structured individual interviews, which served as case studies. The study primarily targeted South African teachers, but through a thorough literature review, the framework has been modified to accommodate a global audience. The findings unveiled the components that teachers described as driving them away from the profession and the factors that pulled them towards it. The in-depth literature reviews' findings focused on the globalization of education, which, while offering benefits like shared best practices, presents challenges to teacher well-being. These challenges include increased workloads due to curriculum changes, diverse learner needs, pressure from standardized testing, and inadequate support systems. Based on these insights, the researcher proposes several recommendations aimed at improving teacher well-being. These include systemic changes in curriculum development, equitable resource allocation, and enhanced support systems. At the school level, fostering a positive culture and effective workload management are essential, while individual strategies such as reflective practice and self-care can further mitigate stress. The study calls for further research to explore the long-term effects of globalization on teacher well-being and to evaluate the efficacy of targeted interventions. By addressing these issues, stakeholders can create a more supportive educational environment that benefits both teachers and students globally.

Needs Assessment and Tailored Training Pilot for Emergency Care Clinicians in the Prehospital Setting in Rwanda

Background: In low- and middle-income countries (LMIC), 45% of deaths could be addressed by implementation of an emergency medical services (EMS) system. Prehospital care is a critical component of EMS worldwide, and basic, affordable training has been shown to improve EMS systems. However, patient outcome impact is unclear. In this study we aimed to assess the current state of prehospital care in Kigali, Rwanda, through a needs assessment, focused training intervention, and analysis of current practices and patient outcomes. Methods: We identified 30 clinicians through the prehospital medical command office and included them in the study. A prospective, nonrandomized, interrupted time-series approach was used. Data collected through closed- and open-ended questionnaires included age, sex, training, and knowledge assessment. We used the data to create a tailored, 18-hour training after which immediate and 11-month post-tests were administered. Linked prehospital and hospital care datasets allowed for evaluation of patient outcomes and prehospital process indicators that included training skill application, airway intervention, intravenous fluid administration, and glucose administration. Results: Of 30 clinicians, 18 (60%) were female, 19 were nurses, and 11 were nurse anaesthetists. Median age was 36, and median years providing care was 10 (IQR 7–11). Twenty-four (80%) participants completed immediate and post-test assessments. Mean knowledge across 12 core skills significantly improved from a pre-test mean of 59.7% (95% confidence interval [CI] 42.2–77.20) to a post-test mean of 87.8% (95% CI 74.7–100). At 11 months post-training, the score improvement maintained, with a mean score of 77.6%(95% CI 59.2–96.8). For patient outcomes, the total sample size was 572 patients; 324 of these patients were transported to the ED during the pre-training period (56.4%), while 248 were transported post-training. Prehospital oxygen administration for patients with a saturation level of <95% significantly increased pre- to post-training (66.7% to 71.7%; Δ = 5.0%; Δ95% CI 1.9,−8.1%). No significant changes were noted in patient treatment outcomes or other process indicators due to small sample sizes. Conclusion: This study provides insights on Rwandan EMS and demonstrates that a tailored intervention targeting education on prehospital process indicators has positive impacts on clinician knowledge and practice.

From Challenge-Based Learning to Relational Coordination: An Interdisciplinary Educational-Research Collaboration in Medical Journalism Education

Interdisciplinary collaboration (IDC) faces several long-standing challenges including poor teamwork, resistance to socialization, inadequate attention given to learners' abilities, incomplete reporting, lack of quality methodology, and vague understanding of reflexivity. In an attempt to tackle these challenges, the purpose of this case study was to report an interdisciplinary educational-research collaboration (IDERC) involving two faculty members (NS and SA) from different departments who were simultaneously instructing a master’s student (St) in two separate courses. The methodology involved addressed the learning needs of St in two concurrent courses as well as fulfilling particular research activities. A few different reflection-gathering tools were adopted to elicit the two participants’ (SA and St) views on the impacts of the IDERC. Thematic analysis of SA’s interview concerning her experiences with the IDERC indicated that she was motivated by a range of personal, educational, and research factors. It also showed her positive outlook on how a similar IDERC could benefit faculty members and students as well as knowledge development. SA also went through the reasons why educators may be hesitant or resistant to deal with IDC. When probing St’s experiences with the IDERC incorporated inside his class tasks and an open-ended questionnaire, he not only highlighted the educational and research outcomes he gained, but also mentioned how he was influenced by the instructors' socialization behavior. Regarding the requirements of an IDC, St's main focus was on successful implementation and prioritizing efficiency. Suggestions are provided as to how this collaboration can be extended to larger contexts.

The perceptions of study abroad coordinators about digitalisation and Erasmus + virtual mobility

Most study abroad research focused on the experiences of students, perceptions of study abroad coordinators received little attention in research. Addressing this gap, this study examines how changes after 2020 (i.e. digitalisation of the Erasmus + processes and virtual mobility) impacted the perceptions of study abroad coordinators ( N = 23) in a large public university in Turkiye. An open-ended online questionnaire was prepared and shared with the participants who were active in the last 4 years and who experienced both traditional and virtual mobility processes and analysed via the content analysis method. Our results revealed that our participants mostly welcomed changes in digitalisation and virtual mobility in terms of their impact on their duties and responsibilities. However, they thought that the impact of virtual mobility was limited on their students’ academic, communicative and cultural development. Our study also includes a discussion of these findings and implications for mobility staff and/or administrators.

A child-centred research checklist to improve the design and reporting of paediatric research studies: A descriptive mixed methods study

BackgroundNo internationally developed child-centred research checklist is currently available to enhance the quality and transparency of the development, reporting and evaluation of research undertaken with children. ObjectiveTo develop an internationally relevant, expert informed child-centred research checklist. DesignA descriptive mixed methods study was undertaken in five sequential phases, including a Delphi component. Setting(s)Academic/international context. MethodsThis study involved five sequential stages:1. Literature review using four databases (CINAHL, MEDLINE, Scopus, PsycINFO) and analysis to identify key themes in child-centred research (January 2020).2. Generate a questionnaire based on the key themes for international experts in child research to provide their opinions on what should be included in a child-centred research checklist (March 2020).3. Inductive thematic analysis of the experts' responses to generate the initial draft checklist (June 2020).4. The checklist progressed through three rounds of Delphi study for a wider range of experts to provide their consensus on what a child-centred research checklist should contain (August 2020–February 2021).5. Refinement of the child-centred research checklist based on the Delphi study (March 2021–November 2022). ResultsA total of 160 articles met the inclusion criteria for review and were considered in the development of a 10-item open-ended questionnaire, adapted for four age-brackets (0-1 yrs., 2-4 yrs., 5-10 yrs., >11 yrs). Responses from 14 experts across 10 countries generated 205 generic statements and 76 examples to inform a child-centred research checklist. Following this, 158 experts from eleven disciplines across 18 countries participated in the three round Delphi study (38 % retention rate over the three rounds). The final checklist includes 11 statements and 17 examples represented under three categories of “child-parent consent, assent and dissent”, “code of conduct” and “child focused methods”. ConclusionThe child-centred research checklist was generated from a mixed methods study undertaken in five sequential phases, with input by 172 experts from 11 disciplines across 19 countries. The child-centred research checklist is the first international, expert informed tool to support good quality and transparent child-centred research. We call on researchers, clinicians, journal editors, organisations, and ethics committees to use this checklist for future research with children. The next phase of this project is engagement with children and their families to refine the checklist. Tweetable abstractNew checklist to support good quality child research practices @IFNAorg.

Expressing Ideas: AI-Integrated Paraphrasing to Students’ Writing Skills

<p style="text-align:justify">The main thrust of the study was to explore the third-year English student’s sentiments on the application of the artificial intelligence (AI)-integrated paraphrasing tools. Specifically, it aimed to investigate the benefits and drawbacks brought by AI paraphrasing tools towards the writing skills of the students. The investigation utilized a semi-structured interviews with an open-ended questionnaire using an audio-video recorder. The data gathered were interpreted using the Thematic Analysis of Braun and Clarke. The study was carried out at one of the campuses of a state university located at Candijay, Bohol, Philippines. Using the Purposive sampling technique, twelve (12) respondents provided information on the research endeavor. The findings revealed that students had a positive opinion of AI-integrated paraphrase tools: they saw them as helpful resources that significantly improve their academic writing process; it includes plagiarism reduction, efficiency, and timesaving, and aids in rephrasing text. The findings also revealed the risks and issues of using AI-integrated paraphrasing tools, such as Prone to plagiarism, automated suggestions dependency, and loss of original meaning and context. With that, the students showed how they deal with those risks and issues, including as responsible users and thorough editing and reviewing. In accordance with the study, students are encouraged not to rely excessively on AI-integrated paraphrase tools, even though they can improve their writing abilities. This research emphasizes that students play a pivotal role in ensuring the appropriateness of texts generated by AI-integrated paraphrasing tools by mastering the art of proper paraphrasing.</p>

Approach for participatory Delphi method for structuring voices, population empowerment and research training

A Delphi panel is a methodology used to generate consensus among experts. The development of a participatory Delphi approach consists of including the research population in the design and conduct of the research. It involves panelists in the preparation of an open-ended questionnaire as well as in the responding process. The answers are organized, anonymized and redistributed to produce a synthesis, which becomes a potential consensus statement. This process takes place during a set number of rounds in which the synthesis of each question is analyzed and graded by the panelists. Finally, syntheses are classified as having a higher, medium or lower consensus. We created a ‘change-oriented’ Delphi panel in which health-related students are considered the expert population. In this study, we propose a methodology to collect and analyze health-related students' views on education, demonstrating the effectiveness of active student participation and the Delphi approach in designing educational curricula.•This research focuses on how to conduct a Delphi participatory panel in which health-related students contribute to the study design, data collection, and analysis, as well as serving as the expert panelists.•This highly replicable methodology could be applied in the development of education curricula.•Delphi participatory approaches offer a research introduction opportunity.

Evaluating the implementation of the National Primary Health Care Development Agency (NPHCDA) gateway for the Basic Healthcare Provision Fund (BHCPF) across six Northern states in Nigeria

BackgroundThis evaluation research utilized both qualitative and quantitative methods to assess the implementation of the National Primary Health Care Development Agency (NPHCDA) gateway of the Basic Health Care Provision Fund (BHCPF) across six states in Northern Nigeria: Bauchi, Borno, Kaduna, Kano, Sokoto, and Yobe.MethodsThis was a mixed-method research that utilized longitudinal surveys and Key informant interviews to gather information about the implementation status of the BHCPF-NPHCDA gateway. Checklists were developed based on the BHCPF’s national guidelines to gather quantitative data, while simple open-ended questionnaires were used to collect qualitative data from the state BHCPF Program Implementation Unit (PIU) focal persons as key informants.ResultsThe result revealed that the NPHCDA had accredited these six states to use one Primary Health Care (PHC) facility in each political ward to implement the BHCPF. Factors that contributed to the success achieved in some states included the early completion of contingent start-up activities, well-established coordination structures, strong support from partners, and the availability of established financial management systems. However, the delays in the submission of quarterly business plans by the BHCPF facilities affected timely approval and fund disbursement. Other challenges included staff capacity gaps, inadequate human resources, and poor management and supervision from the state health agency teams.ConclusionThere was suboptimal implementation of the BHCPF in at least one thematic area across all states. Therefore, actions such as government commitment for improved coordination, continuous capacity building, effective monitoring and evaluation, and targeted supportive supervision using innovative approaches should be undertaken to improve the program’s implementation. In a broader setting, the insights from BHCPF implementation are valuable for LMICs, offering guidance on overcoming implementation challenges associated with PHC financing. This research provides a resource for enhancing healthcare financing strategies in similar contexts.

FOSTERING ESL STUDENTS’ MOTIVATION IN WRITING THROUGH THE INTEGRATION OF ICT: A FOCUS ON TEACHERS AND STUDENTS

This study investigated the motivation in English writing by using the ICT in secondary school. The objectives of this study are to examine the impact of using ICT on ESL students’ motivation to engage in writing skills, and to explore how teachers incorporate ICT into ESL writing instruction to enhance motivation among students. This study used qualitative approach as the main approach by implemented semi-structured interview and open-ended questionnaire as the instruments. The total eight respondents including two secondary school English teachers age 31 and 46 years old meanwhile 6 secondary school students age 13 to 16 years old were participated in this research. The result reveal that ICT significantly enhances student motivation and engagement, making the learning more enjoyable and less monotonous, helping students clarify doubts and develop ideas more quickly especially in writing lesson. Implications of the study are where it enhanced student engagement and motivation, and improve learning and understanding in English writing lesson. Future research for this study is recommended due to the fact that majority of secondary schools in Malaysia such as rural area might need a better ICT implementation especially in English writing lesson. Addressing these issues could involve exploring how to improve ICT infrastructure, provide targeted professional development for teachers, and develop strategies to incorporate technology into curricula more effectively.