Language Learning and Technology: Refining Academic Writing Classes
Keywords:
academic writing, technology integration, language learning, digital pedagogyAbstract
Academic writing is commonly identified as one of the most difficult skills for university students. It requires expertise in linguistic accuracy, critical thinking, and conformity to rhetorical conventions. Traditional writing instruction, however, often emphasizes mechanical correctness and end products at the expense of the recursive, reflective, and social nature of the writing process. The article discusses how the integration of technology supports the teaching of academic writing by offering scaffolding for student learning, supporting collaborative work, encouraging reflective practices, and advocating a process-based approach to teaching. By referencing current trends in language acquisition and education, the article highlights how digital tools, such as grammar-checking software, online collaborative environments, and electronic portfolios, reshape students' experiences with writing tasks. It also identifies barriers like the risk of over-reliance on automated feedback, inequalities of digital access, and the need for teacher preparation in digital methods of teaching. The discussion concludes that technology, when applied reflectively and pedagogically, not only enhances the teaching of academic writing but prepares students for ongoing learning and effective professional communication in the age of digital technologies.
References
Aisyah, R. N., Setiawan, S., & Munir, A. (2021). Technological pedagogical content knowledge (TPACK) in action: Unraveling Indonesian English as a foreign language teachers’ TPACK by implementing telegram. Call-Ej, 22(3), 17–32. http://callej.org/journal/22-3/Aisyah-Setiawan-Munir2021.pdf
Alberth. (2023). The use of Chatgpt in academic writing: A blessing or a curse in disguise? Teflin Journal, 34(2), 337–352. https://doi.org/10.15639/teflinjournal.v34i2/337-352
Aliyu, M. M. (2020). Exploring the nature of undergraduates’ peer collaboration in a PBL writing process. International Journal of Language Education, 4(1), 11–23. https://doi.org/10.26858/ijole.v4i2.8406
Budianto, S., Sulistyo, T., Widiastuti, O., Heriyawati, D. F., & Marhaban, S. (2020). Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications. Studies in English Language and Education, 7(2), 472–485. https://doi.org/10.24815/siele.v7i2.16569
Bui, G., & Luo, X. (2021). Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks. Studies in Second Language Learning and Teaching, 11(3), 377–400. https://doi.org/10.14746/ssllt.2021.11.3.4
Cavanagh, M. (2021). Pre-service teacher reflection and feedback using an online video platform during professional experience. Australian Journal of Teacher Education, 46(2), 72–85. https://doi.org/10.14221/ajte.2021v46n2.5
Chapelle, C. A. (2017). Teaching culture in introductory foreign language textbooks. Routledge.
Davoodifard, M. (2022). An Overview of writing process research: Towards a better understanding of L2 writing process. Studies in Applied Linguistics & TESOL at Teachers College, Columbia University, 21(2), 1–20.
Dikli, S., & Bleyle, S. (2014). Automated essay scoring feedback for second language writers: How does it compare to teacher feedback? Assessing Writing, 22(1), 1–17. https://doi.org/10.1016/j.asw.2014.03.006
Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice (3rd ed.). Routledge.
Gaffar, M. A., Fadilah, D., Nopita, D., Nusantara, U. I., & Java, W. (2024). The influence of peer corrective feedback (PCF) on students’ writing skills in hortatory exposition text. JEELS (Journal of English Education and Linguistics Studies), 11(July 2024), 557–578.
Hyland, K. (2019). Second language writing (2nd ed.). Cambridge University
Press.
Khaki, M., & Tabrizi, H. H. (2021). Assessing the effect of direct and indirect corrective feedback in process-based vs product-based instruction on learners’ writing. Language Teaching Research Quarterly, 21, 35–53. https://doi.org/10.32038/ltrq.2021.21.03
Klayklung, P., Chocksathaporn, P., Limna, L., Kraiwanit, T., & Jangjarat, K. (2023). Revolutionizing education with ChatGPT: Enhancing learning through conversational AI. Universal Journal of Educational Research, 2(3), 2960–3722. www.ujer.org
Li, Y., & Flowerdew, J. (2020). Teaching English for Research Publication Purposes (ERPP): A review of classroom practices. English for Specific Purposes, 59, 29–41. https://doi.org/10.1016/j.esp.2020.04.001
Li, M., & Storch, N. (2017). Peer interaction and second language learning: The impact of peer interaction on the development of language skills. In M. García Mayo (Ed.), Learning foreign languages in primary school (pp. 115–138). De Gruyter.
Liskinasih, A., Sulistyo, T., & Purnawati, M. (2023). pelatihan pembuatan media pembelajaran game interaktif berbantuan Canva bagi guru Sekolah Dasar. Jurnal Pengabdian Kepada Masyarakat, 3(2), 89–95. https://doi.org/10.56393/jpkm.v3i2.1810
Marhaban, S., Mukminatien, N., Widiati, U., Sulistyo, T., Suhastyanang, W. D., Puspitasari, Y., & Muslem, A. (2021). Strategies employed by EFL doctoral candidates in dissertation writing completion. Studies in English Language and Education, 8(2), 546–560. https://doi.org/10.24815/siele.v8i2.17694
Marhaban, S., Sulistyo, T., Widiastuti, O., & Kuala, U. S. (2025). Artificial Intelligence in writing: Students’ writing competencies and voices. JEELS (Journal of English Education and Linguistics Studies), 12(1), 403–425.
Rofiqoh, Basthomi, Y., Widiati, U., Puspitasari, Y., Marhaban, S., & Sulistyo, T. (2022). Aspects of writing knowledge and EFL students’ writing quality. Studies in English Language and Education, 9(1), 14–29. https://doi.org/10.24815/siele.v9i1.20433
Ruru, T. A. N., & Sulistyo, T. (2020). Peer review in writing activities: outcomes and perceptions of EFL students. Journal of Research on English and Language Learning, 1(2), 133–140. https://doi.org/http://dx.doi.org/10.33474/j-reall.v1i2.6845
Storch, N. (2019). Collaborative writing. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–7). Wiley. https://doi.org/10.1002/9781118784235.eelt0706
Sulistyo, T. (2024). “Hi, I am a machine translator ready to help”: Analisis penggunaan mesin penerjemah. In I. Arifudin, A. F. Gultom, G. Sarmidi, & T. Sulistyo (Eds.), Interseksi kearifan lokal, sains, dan teknologi: Menghargai perbedaan mewujudkan kesatuan (pp. 507–516). Kanjuruhan Press. https://drive.google.com/file/d/1mk8n3GKzI62Wn2COflkPMbSg1bGIEebV/view?usp=sharing
Sulistyo, T., Anjani, W. E., Marhaban, S., Rofiqoh, R., & Puspitasari, Y. (2021). Online learning in ELL: Barriers and perceptions of Indonesian students. International Journal of Humanities and Social Science, 8(1), 49–54. https://doi.org/10.14445/23942703/ijhss-v8i1p107
Sulistyo, T., Dewantara, A., Widiastuti, O., & Marhaban, S. (2024). Student-teacher relationship : Written feedback provision and writing performance. Englisia: Journal of Language, Education, and Humanities, 12(1), 113–125.
Sulistyo, T., Eltris, K. P. N., Mafulah, S., Budianto, S., Saiful, S., & Heriyawati, D. F. (2020b). Portfolio assessment: Learning outcomes and students’ attitudes. Studies in English Language and Education, 7(1), 141–153. https://doi.org/10.24815/siele.v7i1.15169
Sulistyo, T., & Heriyawati, D. F. (2017). Reformulation , text modeling , and the development of EFL academic writing. Journal on English as a Foreign Language, 7(1), 1–16.
Sulistyo, T., Mukminatien, N., Cahyono, B. Y., & Saukah, A. (2019). Enhancing learners ’ writing performance through blog-assisted language learning. International Journal of Emerging Technologies in Learning (IJET), 14(9), 61–73. https://doi.org/http://dx.doi.org/10.3991/ijet.v14i09.9535
Sulistyo, T., Oktavia, W., Mafulah, S., Puspitasari, Y., & Holland, T. (2023). Online feedback in interactive blogging: Cultivating students’ writing performance and learning engagement. Journal of English Education and Linguistics Studies, 10(January 2023), 119–148. https://doi.org/10.30762/jeels.v10i2.Submission
Tahira, M., Yousaf, I., & Haider, A. G. (2022). A comparison of diversity in the writing processes of writers: Implications for teaching of writing in Pakistan. IJCI International Journal of Curriculum and Instruction, 14(2), 1222–1232.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Warschauer, M. (2013). The digital divide and social inclusion. MIT Press.
Widiastuti, O., Ivone, F. M., Sulistyo, T., Hartono, D., Sudarwati, E., & Prastiyowati, S. (2022). CALL-mediated task-based language teaching: A speaking project with online audiences in Indonesia. Indonesian Journal of Applied Linguistics, 12(1), 232–242. https://doi.org/10.17509/ijal.v12i1.46427
Yancey, K. B. (2019). Reflection in the writing classroom. Utah State University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Teguh Sulistyo, Rizky Lutviana, Maria Purnawati, Kristina Dasut
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
