Incorporating technology to enhance students’ engagement in writing classes at Lac Hong university

Abstract

This research paper investigates the impact of technology on writing instruction for English majors at Lac Hong University. Using a mixed-methods approach, the researchers surveyed 120 students and six instructors and analyzed the effectiveness of various technological tools and strategies in improving students’ participation in four writing classes, as well as the attitudes of both students and instructors towards technology integration into writing instructions. The research findings reveal that exploiting technological tools for the teaching of writing can give rise to improved participation among students. However, attitudes towards technology integration differ amongst students and instructors, with some expressing wonders about its impact on conventional teaching methods. The findings suggest that technology can be a proficient device to support writing instruction, but its implementation should be deliberately tackled in light of the attitudes and needs of both students and instructors.