Abstract
Selecting the right medium for teaching writing is an essential task. Increasingly, research on language instruction is focusing on the integration of various writing tools to enhance student engagement in writing. Despite numerous efforts to motivate students, writing remains a challenging task for English as a Foreign Language (EFL) teachers. This paper explores reimagining writing instruction and modifying current teaching approaches. Additionally, it reviews various digital tools and interactive strategies that could increase students' interest and participation in the writing process. The study investigates the impact of Canva, Google Docs, Mentimeter, Mind Maps, Poll Everywhere, Slido, Blogs, Padlet, and QR codes on improving student engagement in writing activities. In this context, the paper examines students’ perceptions regarding using digital tools to create new writing experiences. According to the findings, incorporating interactive writing tools increased students’ motivation, and encouraged them to write more. The study suggests that the integration of digital tools into writing instruction can enhance the overall learning experience by making it more interactive, personalized, and engaging. Moreover, students’ writing skills were significantly enhanced. Consequently, a novel learning experience tends to create students’ motivation, and boost their engagement, which could be done through implementing interactive digital tools in the classroom.
Author Information
Guranda Khabeishvili, International Black Sea University, Georgia
Paper Information
Conference: ECLL2024
Stream: Educational Technologies
This paper is part of the ECLL2024 Conference Proceedings (View)
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To cite this article:
Khabeishvili G. (2024) Uncovering Students’ Perceptions on Using Interactive Writing Tools ISSN: 2188-112X The European Conference on Language Learning 2024: Official Conference Proceedings (pp. 65-75) https://doi.org/10.22492/issn.2188-112X.2024.6
To link to this article: https://doi.org/10.22492/issn.2188-112X.2024.6
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