An exploration of the effectiveness of the use of multimedia computer-assisted english writing

Abstract

This study aims to investigate the effects of multimedia computer-assisted English writing (MCAEW) on English writing performance and to explore motivational factors together with perceptions towards the use of MCAEW. Both quantitative and qualitative research techniques were employed. The quantitative method was used to investigate the difference in overall English writing performance of students before and after the integration of MCAEW by comparing pretest and posttest mean scores. The quantitative technique was also applied to discover motivational factors towards the use of MCAEW. Qualitative method was conducted to explore the students’ perceptions towards the use of MCAEW. Data were collected from 200 EFL non-English major students from a public university. The pretest and posttest of the students’ English writing mean scores were examined through a paired-sample t-test. An exploratory factor analysis was conducted to find the motivational factors through a five-point Likert scale items questionnaire. A semi-structured interview was conducted in order to explore perceptions towards the use of MCAEW. The results show that a highly significant difference exists in overall English writing performance after the integration of MCAEW. The difference between the means of the pretest and posttest scores was reported (p < .001). Four influencing motivational factors have been found. The students revealed that MCAEW influent their communicative competence, task completion, autonomous learning, and communication. Some course and technical resolutions regarding constraints of MCAEW functions were reported. Overall, the students’ performance and views on the use of MCAEW can raise awareness of educators involved in EFL writing. The findings would be valuable resources for considering appropriate ways in which the MCAEW might be useful for teaching EFL writing. Finally, implications are drawn regarding the implementation of MCAEW, adjusting EFL writing curriculum, as well as recommendations for future research.