Vietnam national university, Hanoi
university of foreign languages & international studies
FACULTY of POST-graduate studies
*** *** PHẠM XUÂN ĐẠT AN INVESTIGATION INTO THE USE OF INFORMATION
TECHNOLOGY IN LEARNING WRITING for THE THIRD-
YEAR STUDENTS OF ENGLISH AT VINH UNIVERSITY
Nghiên cứu ứng dụng công nghệ thông tin trong học kỹ năng viết của
sinh viên tiếng Anh năm thứ 3 trường Đại Học Vinh

M.A MINOR THESIS
Field: English Teaching Methodology
Code: 60.14.10 Supervisor: Đỗ Tuấn Minh, PhD.

Research questions
2
V.
Methods of the study
2
VI.
Significance of the study
2
VII.
Organization of the thesis
3
PART TWO
DEVELOPMENT
4
CHAPTER I
LITERATURE REVIEW
4
1.
Introduction
4
2.
Educational technology and EFL teaching and learning
4
3.
Computer and EFL teaching and learning
4
3.1.
Definitions of CALL
5
3.2.

Measurement instrument
20

v
3.
Data collection procedure
21
4.
Data analysis procedure
21
CHAPTER III
RESULTS AND DISCUSSION
22
I.
Presentation of statistical results
22
1.
Students’ technological background
22
2.
Reality of the students’ use of computer for writing learning
26
3.
Students’ evaluation of learning writing with computer
28
4.
Difficulties in learning writing with computer
31
5.
Suggestions for a higher outcome

40
3.
Suggestion for further studies
40
4.
Contribution of the study
40

REFERENCES
41
APPENDIX I
QUESTIONNAIRE
I
APPENDIX II
INTERVIEW TRANSCRIPTION
III
vi
LIST OF FIGURES, TABLES AND CHARTS

Figures


Chart 2-
Reality of the students' Internet connection
23
Chart 3-
Popularity of the students' e-mail addresses
24
Chart 4-
The students' typing speed
24
Chart 5-
The students' habit of using computer for each skill
25
Chart 6-
Students' preference for means of writing
26

1
PART ONE: INTRODUCTION
I. Rationale
Information technology (IT) has made the globe quite different in many fields such as
economy, science, politics, especially education. English teaching and learning have been
made much easier and more effective in higher education under the assistance of computer.
The reality shows that learners are popularly applying the computer and its accompanying
tools to facilitate their listening, speaking, reading and writing activities. IT application to

Moreover, as stated above, the study aims at investigating the reality of the students' IT using
for learning the writing skill because the computer is really important for them to learn and to
write from the third year. However, it is difficult to carry out this research in a larger scale
because of time limit and the framework of a minor thesis. Therefore, the study is narrowed to
a group of 100 third-year students. The students are at the English Faculty of Vinh University.
IV. Research questions
a. What are the effects of IT in learning the writing skill of the third-year students?
b. What are the difficulties the students have in using IT in their writing learning?
c. What changes can be made for better use of IT in learning writing?
V. Methods of the study
This is a descriptive case study. Data is collected through a questionnaire for the students and
interviews for the lecturers. The data is then analyzed, compared, contrasted, and synthesized
both qualitatively and quantitatively.
We conduct a survey into the third-year students of English at Vinh University using
computer in learning the writing skill. Questionnaires are sent to 100 students and interviews
are made on the lecturers.
The aim of the survey questionnaire and the interview is to investigate the extents to which
the students at the University use IT for learning the writing skill; advantages and difficulties
they have and solutions to the problems. Results of the data analysis will be the answers to the
research questions mentioned above.
VI. Significance of the study
The study will play an important part in defining benefits of using IT for learning English as a
second language, especially the writing skill at university. Besides, the thesis will provide an
overview of the reality of using IT for language learning at universities of the same
background and conditions.
Moreover, the study would help discover drawbacks of CALL in the context of higher
learning and the findings will be a useful tract of information for lecturers and education
administrators to enhance the application of IT to their practices. Last but not least, this is
expected to provide information and materials for other researchers to carry out their studies
in the same field.

4
PART TWO: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
1. Introduction
We have experienced essential changes in teaching and learning technology, from the simple
tool such as a blackboard and chalk to the modern machine such as computer and LCD
projector. The following will consist of studies already made on how technology is applied to
foreign language teaching and learning in each period of time, especially to writing teaching
and learning. These theoretical backgrounds will be the basis of the investigation in fulfilling
the thesis.
2. Educational technology and EFL teaching and learning
Educational technology involves the simplest things such as chalk to the most complicated
ones such as computer. According to Warschauer, M. and Carla Meskill (2000), each type of
teaching has certain technological items to support it. The grammar-translation method is, for
example, perfect with blackboard which allows teachers to transmit information one-way.
Harmer states that boards “provide a motivating focal point” and can be used for different
purposes such as a note pad, explanation aid, picture frame, public workbook, game board,
notice board (Harmer 2001, pp.137-139).
These means are still in need in language classrooms; however, the social development and
more advanced technologies have decided teaching methods to keep their pace. As a result,
teaching tools such as pictures, charts, radios, cassette players, recorders, overhead projectors
(OHPs), television sets have changed to facilitate instructors’ performance. These means have
played an important part in language teaching and learning. OHPs can help showing texts or
exercises, pictures or diagrams or students’ writing of very high quality (Harmer, 2001:136).

As suggested by Wang and Cadiero-Kaplan (2004, pp.144-151), CALL has evolved from a
behavioristic model, to communicative and integrative models, to include finally a more
collaborative approach. The following figure is about the evolution of CALL created by the
authors.
More specifically, according to Warschauer (1996), behavioristic CALL, conceived in the
1950s and implemented in the 1960s and 1970s, was based on the then-dominant behaviorist 6
theories of learning which emphasized repetitive language drills in language learning. In this
phase, computer served as a vehicle for delivering instructional materials to the student. He
reasons as follows:
- Repeated exposure to the same material is beneficial or even essential;
- A computer is ideal for carrying out repeated drills, since the machine doesn't get bored with
presenting the same material and since it can provide immediate feedback;
-A computer can present such material on an individual basis, allowing students to proceed at
their own pace and freeing up class time for other activities.
Following behavioristic CALL is communicative CALL, started in the late 1980s and early
1980s. This phase experienced the rejection of behavioristic approach theoretically and
pedagogically and the introduction of personal computers. Communicative CALL
corresponded to cognitive theories which stressed that learning was a process of discovery,

The most common application of IT in ELT is the use of computer-mediated material.
Teachers and students can seek information from websites because the Internet is an
everlasting, valuable and multifarious resource supply. Meloni (1998) even called it a gold
mine of materials for ESL teachers. According to Robertson (2006), the resources on the web
range from sites specifically designed for teachers and learners to sites from national and
international newspapers, museums, galleries and so on. Encarta is one of the important
pieces of software for its latest and varied information. It is considered as an encyclopedia and
teaching and learning material can be easily found out by typing some key words into the
searching box. The following is another site which teachers and learners often go to.

Figure 2. Example of search website
Teachers can use materials much the same way as they would with other printed-based
resources, to create worksheets and exercises for their classes. Or teachers can ask their
students to fill online questionnaire, research specific topics, prepare presentations using
online information, graphs and diagrams, find answers to questions set by the teacher, do
interactive grammar, vocabulary and even pronunciation exercises, read and summarize the
latest news, and contribute to online discussions and debate (Bowen, 2006). 8
The Internet also offers many other services which are very useful for learning and teaching

and informative and learning outcome is, therefore, higher.

9
Word processor is one of the computer software used earliest in FL learning and teaching. In
the article published in 1987, Alison Piper suggested that the most successful educational use
of computer at that time was as a word processor (Piper, A., 1987, cited in Harmer, J.,
2001:150). Moreover, a word processor can be used in writing compositions, in preparing a
class newsletter or in producing a school home page. In such a web page, students can publish
their project work so that it can reach a wider audience. That makes them feel more
responsible for the final product and consequently makes them work more laboriously (Lee,
2000). Because of this, the word processor can be a very successful tool for FL writing skill.
In short, the fact that the computer is used as a wikipedia, a means of communication, a tool
for presentation and a word-processor has enhanced the effectiveness of FL teaching and
learning. IT is wonderful but it does not make teaching and learning methods. As mentioned
by Garret (1991), cited in Warschauer, M. (1996), “the use of the computer does not
constitute a method”. It is a “medium in which a variety of methods, approaches, and
pedagogical philosophies may be implemented.”
3.4. Computers and writing in EFL
3.4.1. Computers used in EFL writing teaching and learning
The following focuses on (1) how computers are used in writing classroom; (2) programs
used writing teaching and learning; and (3) variables that can affect computer-assisted
writing.
3.4.1.1. Models of computer labs in EFL writing
There are different models of computer labs that have been used in EFL writing such as one-
computer classroom, several-computer classroom, networked classroom. When to use each
type of model depends on students’ level of proficiency and school financial condition.
For one-computer classroom, all students sit in front of a computer screen to do group writing
activities. More common is several-computer classroom where each student is equipped with
one computer and the computers can be linked to each other through a local area network
system (LAN). For a networked classroom, students can sit anywhere, at home, at a café or in

Students of English for Science and Technology in La Paz Mexico don't just study
general examples and write homework for the teacher; instead they use the Internet to
actually become scientific writers (Bowers, 1995; Bowers, in press). First, the students
search the World Wide Web to find articles in their exact area of specialty and then
carefully read and study those specific articles. They then write their own drafts online;
the teacher critiques the drafts online and creates electronic links to his own comments
and to pages of appropriate linguistic and technical explanation, so that students can
find additional background help at the click of a mouse. Next, using this assistance, the
students prepare and publish their own articles on the World Wide Web, together with
reply forms to solicit opinions from readers. They advertise their Web articles on
appropriate Internet sites (e.g., scientific newsgroups) so that interested scientists
around the world will know about their articles and will be able to read and comment
on them. When they receive their comments (by e-mail) they can take those into account
in editing their articles for republication on the Web or for submission to scientific
journals.

11
Apart from the programs which tutor writing learning and teaching such as Sentence
Combining, Sentence Maker, and Typing Tutor, most software for supporting writing belongs
to the Computer as Tool category, including word processing, e-mail exchanging, chatting,
blogs, feedback software, grammar checkers, concordancers, collaborative writing, reference,
authoring. The following will provide details of word-processing, e-mail exchanging,
feedback software, and grammar checkers.
3.4.1.2.1. Word-processing
Among the programs mentioned above, word-processing is the most frequently used tool in
writing learning. In “Learning to Write in the Laptop Classroom”, Warschauer, M. (2009)
reported that most children found it easier and more enjoyable to write by computer than by
hand. And for a teacher at Henry Elementary school, laptops facilitate the writing because
there is less fatigue involved than with cursive or print. Snyder (1993) report that students
think they write better with word-processors and believe it enhances their capacity to write.

to lose what written thanks to its storing tool, on the computer screen, students can revise
texts both superficially and deeply. With such advantages, writing with a computer is very
encouraging.
Cochran in Bangert Drowns (1993) supported the idea by supposing that a range of variables
such as length, number of revisions, number of errors and neatness have been used as
indicators of quality when he compared word-processing with writing with pen and paper in
control situations and concluded that word-processed writing generally scores better than
writing with pen and paper. Owston (1991), measuring overall competence qualitatively, also
found that students wrote better with word-processors.
Mark Warschauer, in “Learning to Write in the Laptop Classroom” detailed the use of
computer in each stage of writing. In the pre-writing stage, he observed that students
frequently consulted the Internet to get background information related to their writing or held
online discussions to generate ideas before essay writing. This allowed students to try out
phrases, ideas, and ways of explaining things in writing before beginning a formal essay. He
added that the most common use of technology in pre-writing reported by teachers was the
use of graphic organizers. He listed a variety of software related to graphic organizing like
Inspiration (Inspiration Software, 2005), Smart Ideas (Smart Technologies, 2006), My Access
(Vantage Learning, 2006), or simply Autoshapes in Microsoft Word. These tools provide a
variety of types of scaffolding for planning writing. At this planning stage of writing, Snyder
(1993) reports that word-processors seem to suit the writer who plans extensively and then
writes an almost complete first draft. However, both Haas (1987) and Schipke (1986) posit
the problem with a word-processor is that it focuses the writer at the sentence, word, and
formatting levels too early in the writing process. Therefore, many writers fail to plan the first
stage of writing carefully when using word-processors.

13
In the draft writing stage, Warschauer M. (2009) gave two important advantages of drafting
by computer. They are the physical ease of writing by computer and the types of scaffolding
of writing made available via computer.
As for the stage of reading and proof-reading, Warschauer M. (2009) reported that teacher

14
discussions, (d) were influenced more by group comments received during e-mail discussions
than during face-to-face discussions and produced better papers after e-mail discussions than
after face-to-face discussions (1992).
Gonglewski, et al. (2001) suggest that activities can be planned for interaction within the class
or between classes through group e-mail exchanges, and one-to-one exchanges may be
between the teacher and the FL learners through informal messages or electronic feedback on
writing assignments or dialogue journals, between two individual FL learners learning the
same target language or different target languages.
When comparing the discourse of ESL students’ dialogue journals written in both e-mail and
traditional paper format, Wang (1993) found that the students using e-mail journals wrote
longer texts, asked more questions, and use different language functions more frequently than
did students writing on paper.
After analyzing linguistic improvement achieved by an adult learner of German who carried
out a lengthy e-mail exchange with a native speaker, St. John and Cash (1995) found that the
learner systematically studied the new vocabulary and grammatical structures in his incoming
e-mail and used this information to improve his own letter writing, with dramatic results by
the end of six months. What the learner achieved from the e-mail exchange was much more
significant than what he could get out of classroom discourses.
Tella (1991, 1992a, 1992b) carried out an ethnographic study based on a semester -long series
of e-mail exchanges between many upper secondary school classes in Finland and England. In
his document, Tella found that:
1. Emphasis switched from teacher-centered, large-group sponsored teaching toward a more
individualized and learner-centered working environment, while the content of the class
shifted from that of a standard syllabus to the students’ own writings (Tella, 1992b).
2. The e-mail communication gave a good chance for practicing language in open-ended
linguistic situations. A shift from form to content was achieved; a free flow of ideas and with
its expressions, idioms, and vocabulary (Tella, 1992b).
3. The whole writing process changed to some extent. Rather than writing their compositions
only once, as is the norm, the Finnish students naturally edited and revise their compositions,

including gender, typing skill, and access to a computer at home. He suggested three
motivational factors resulted from students using e-mail exchanges in ESL learning. These
factors were the feeling of personal empowerment, the enhancement of learning opportunities,
and the sense of achievement. The study also showed that the results must be more significant
when online activities were well- integrated into the ongoing structure of student assignments
and interaction rather than included as an informal sub-tool.
3.4.1.2.3 Feedback software
With the advance of technology and the availability of the Internet, teachers of English can
now save their time from marking their students’ compositions thanks to a number of writing

16
evaluation tools. Since providing individual feedback on multiple drafts per student is an
extraordinary time-consuming work, many automated writing evaluation programs have been
developed as a way to meet this challenge. One of the most well-used programs is My
Access!
TM
, a web-based program that has been used in public schools in the USA for several
years. As recommended by Elliot (2003), this scoring engine can analyze some 300 semantic,
syntactic and discourse features of an essay and compare them to features of sample essays
that were previously scored by humans. It does not claim to independently evaluate either the
content or the organization of an essay, but rather to determine the similarity along a number
of dimensions to the sample essays such as focus and meaning, organization, content and
development, language use and style. However, My Access!
TM
should be used in
combination with an assisting tool called My Editor which provides advice on spelling,
grammar and word usage, similar to that provided by Microsoft Word’ s spelling and
grammar check.
Another well-known feedback program is Criterion
SM

in the human cognitive process, and fails to account entirely for the learning that takes place
in social and interactional situations.
3.4.1.2.4 Grammar checkers
As shown on the site http://www.yourdictionary.com/dictionary-articles/free-online-
grammar.html, it is very difficult for a machine to understand properly and completely what
people put in the language. In written English, there are a number of expressions that have
multiple meanings depending on the context of a word's usage. These subtleties are simply
impossible for a machine to fully comprehend, thus leaving grammar checkers with three
main drawbacks:
- A grammar checker may miss important errors such as no comma after an introductory
element in a sentence, missing prepositions, comma splice, no comma in a compound
sentence, vague pronoun references, tense shift, incorrect use of the possessive apostrophe,
pronoun agreement error, sentence fragment, run-on sentence .
- A grammar checker may accidentally suggest corrections that are inaccurate.
- A grammar checker flag grammatically correct text as incorrect.
Despite the limitations a grammar checker may have, students who are learning English as
second language may find that grammar checkers help them learn to spot their writing errors
more easily. Apart from the Microsoft Word’s grammar checker, there are now free online
grammar checking resources such as Spellchecker.net, Abiword, Language Tool, Grammar
Slammer which are all convenient for perfecting one’s writing.
3.4.1.3 Variables that can affect computer-aided writing
The outcome of the computer-aided writing lessons may depend on a few variables.
Pennington (1993, cited in Scott, 1996) points out that the main variables are of the students,
the teacher, and the setting.
The first and second variables are of the students and the teacher. Students are different in
their background knowledge, economic capacity, attitudes, typing skills, and learning styles.
On the teacher side, attitudes, knowledge of computer, and instruction are very important.
Attitudes may change from time to time and be different from teacher to teacher. However, it
is true that changes in the teacher’s attitudes will change those of the students. The third
variable involves software programs used in writing. The programs aforementioned are very

19
CHAPTER II: THE STUDY
I. Setting of the study
1. Information technology at Faculty of English Language at Vinh University
Being a well-known training cradle in the central Vietnam, Vinh University has paid much
attention to technology advancing to ceaselessly enhance the human resource quality. Below
is the system of ELT classrooms.
- There are 10 classrooms which are equipped with the wifi network. Each has one computer
accompanied with loudspeakers, headphones, microphones, and an overhead projector. These
classrooms are intended for e-learning.
- An audio-visual classroom equipped with one computer for the teacher, a cassette player, a
video player, headphones for teacher and students, and loudspeakers. This room is mainly
designed for listening teaching and learning.
2. Writing learning and teaching at the faculty
Teachers and students seem to get familiar to the terms of application of information
technology to foreign language learning and teaching. However, the reality of using IT in this
field is different among universities and the level of usage also varies from skill to skill. At
Faculty of English Language at Vinh University, the performance with the assistance of IT is
more popular with the skills of listening, reading, and speaking than that of writing skill. As a
result, the IT application to writing learning and teaching is likely a new practice to many
students and teachers though the outcome will be significant if IT is applied to writing

together to ensure the reliability and validity.
2.1 Questionnaire
The questionnaire is applied to the students only. It consists of 11 questions regarding the
issues being studied such as how the lecturers and students use IT in their writing teaching
and learning, effects of using IT in learning and teaching writing skill of the students and
lecturers, and what changes can be made for better use of IT. The questions are mainly
multiple choice ones apart from some open-ended and closed ones, which aim to exploit
varied pieces of information from the students.
2.2 Interview
The interview was conducted on two lecturers of writing. The interview questions involve the
issues raised in the research questions. The questions and the lecturers’ answers closely
correlate with the information given by the students in the questionnaire. By means of
interviewing the lecturers in person, the information collected from the students was
confirmed. The reliability and validity of the data, therefore, are high enough without student
interviews.
21
3. Data collection procedure
First, the questionnaires were distributed to 100 third-year students in three classes.
Fortunately, the students had time to read and think of the questions carefully before giving
answers.
Second, the semi-structured interview was conducted on the two lecturers about the reality of
using computer in their students’ learning of the writing skill. The two lecturers were
interviewed at the same time and gave similar opinions about on the matter raised.
Third, the data collected from the questionnaire was classified and synthesized. The content of
the interview was transcribed and fully discussed.
4. Data analysis procedure
The researcher followed the statistical procedure, from coding the questionnaire data to