Review Article
Georgia Andreou, Pinelopi Christani
CONT ED TECHNOLOGY, Volume 18, Issue 3, Article No: ep676
ABSTRACT
The present paper investigates the current trends of second language learning and teaching mediated by generative artificial intelligence (GenAI) tools, like ChatGPT and other large language models within the English as a foreign language (EFL) writing context. Scopus, which is a major database, was carefully researched using targeted keywords. All the inclusion and exclusion criteria were implemented consistently, and a total set of 43 articles were finally analyzed to synthesize the present review. The PRISMA method was implemented to ensure transparency and reliability, whereas the bibliometrix R-tool was utilized to generate clear and vivid visual depictions of the bibliometric data. This study adopts a complementary dual-method design, combining a scoping review approach with a bibliometric analysis to investigate the use of GenAI in EFL writing instruction. The scoping review serves as the primary analytical component of the study, identifying major pedagogical themes, applications, and challenges related to artificial intelligence-supported writing enhancement. The bibliometric analysis is used to contextualize the structure and evolution of the field by mapping its intellectual structure, publication evolution, influential publications, productive authors, institutional affiliations and keyword trends. The synthesis of the reviewed studies indicates that AI-assisted feedback is frequently associated with improvements in grammar, vocabulary, coherence, and learner engagement. Several studies also highlight challenges, including concerns about academic integrity, students’ overreliance on AI, and the necessity for teacher guidance. By systematically synthesizing these results, this review offers a clear picture of current practices, emerging trends, and research gaps, providing insights for researchers, educators and policymakers in the EFL domain. This study has certain limitations such as filtering constraints and strict time limits, but there are some useful guidelines that researchers can utilize in their future research.
Keywords: generative artificial intelligence, large language models, ChatGPT, English as a foreign language, language learning, writing skills, scoping review
Research Article
Kusuma Pitukwong, Sasithida Saraiwang
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep519
ABSTRACT
Mastering writing in English is crucial for English as a foreign language (EFL) learners; nevertheless, they encounter numerous difficulties, such as idea development, grammar complexities, vocabulary range, or even the pressure from writing anxiety. Consequently, many educators employ digital writing tools to enhance EFL learners’ English writing skills. This study aimed to explore Thai EFL university students’ perceptions of two digital writing tools, Paragraph Punch and ProWritingAid, as well as to investigate students’ writing performance. Participants consisted of 53 undergraduate EFL students enrolled in English education at a university in Thailand. Three research instruments were utilized: a 30-item questionnaire investigating participants’ perceptions of writing problems, a pre- and post-writing test assessing students’ writing development, and a semi-structured interview exploring students’ views on integrating digital writing tools in writing classes. The questionnaire findings emphasized various challenges students encountered in writing, including difficulties with idea development, grammar, and paragraph organization. The research further indicated a significant enhancement in students’ writing abilities after using digital writing tools. Additionally, students perceived that the improvements in their writing proficiency were due to the supportive guidance and real-time feedback provided by these digital writing tools. Nevertheless, there were concerns regarding excessive dependency on digital tools, the need for supplementary teacher feedback, and technological barriers.
Keywords: EFL, digital writing tools, technology integration, Paragraph Punch, ProWritingAid, writing skills
Research Article
María Martínez Lirola
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep346
ABSTRACT
This article offers a proposal for integrating the social network Facebook into an English as a Foreign Language (EFL) classroom in tertiary education. The main objectives of this article are the following: 1. To offer a pedagogical proposal so that students can develop written skills and grammar at the same time that they acquire social competences using Facebook and 2. To know students’ opinions about the use of Facebook and the main social competences that they have acquired while using this social network in the teaching-learning process. The methodology is mainly qualitative-descriptive although some quantitative data is offered with the results of a questionnaire students completed. The data were collected through students’ posts in the Facebook discussions and a questionnaire.
The findings reveal the main grammar mistakes observed in students in the Facebook discussions and how Facebook is an appropriate social network for the participation of students in cooperative discussions on social topics and for the acquisition of social competences such as cooperation or communication. The results of the questionnaire show that students have a positive opinion about practicing the written skill in Facebook and they are aware that, apart from learning English, they also acquire social competences.
Keywords: English language online teaching, social networks, Facebook group, writing skill, social competences
Research Article
Mazhar Bal
CONT ED TECHNOLOGY, Volume 10, Issue 3, pp. 246-271
ABSTRACT
The aim of the study is to determine the contribution of gamification to writing skills of middle school students. For this study, a lesson plan has been developed to relate Writing and Authorship Skills lesson to the gamification for middle school students. From this lesson plan, it was tried to determine the effectiveness of the teaching process. Therefore, the study was designed as action research. The research group is composed of seventh grade students. Criteria sampling technique was used to determine the participants. As a data collection tool, student diary, semi-structured interview form, semi-structured observation form, digital content of the students were used. Data obtained from the semi-structured interview form were analyzed by content analysis; other data were analyzed by descriptive analysis. Writing skills and gamification were related in the study. Turkish Language Teaching Program (2018) has been taken into consideration in the action plan which relates to gamification and writing skill. As a result of the study, it was seen that all participants were actively involved in the implementation process. In addition, it was concluded that gamification increased the interest of students towards the course, combined school and non-school life, facilitated classroom management, supported collaborative work, and developed creativity. As a result of this study, it is suggested that digital games can be used as a text type in Turkish language lessons with the method of gamification in order to positively affect motivation of the middle school students toward writing education.
Keywords: Digital game, Writing skills, Gamification, Middle school students, Turkish language education