Running head: CRITIQUE OF JOURNAL ARTICLE: ICT AND ESL WRITING

Critique of Journal Article: The Use of Information and Communication Technology (ICT) in
Teaching ESL Writing Skills
Aaron Nawrot
The College of William and Mary

CRITIQUE OF JOURNAL ARTICLE: ICT AND ESL WRITING

Abstract
Despite the existence of many studies showing positive effects of using Information and
Communication Technology (ICT) in the teaching and learning process in general, the use of
ICT in teaching writing skills in English as a Second Language (ESL) classrooms is still not very
encouraging. This study attempts to seek findings on the use of ICT in the teaching of ESL
writing skills in Malaysian secondary schools. This paper just reports one part of the findings
obtained from a big project which was conducted in Malaysian secondary schools in five areas of
Malaysia. This study focuses solely on the data collected from four English teachers in a
secondary school in Kuala Lumpur who were interviewed by the researcher. This study revealed
that the use of ICT in the teaching of ESL writing was very low. Advantages of using ICT were
reported to be attracting students' attention, facilitating students' learning process, helping to
improve students' vocabulary and promoting meaningful learning. Disadvantages found included
the difficult class control, distraction and the students' tendency to use short forms in their
writing. It was also revealed that teachers are generally weak in managing problems and
planning activities involving the use of ICT in the teaching of ESL writing. The results of this
study are hoped to provide insights to the Ministry of Education in Malaysia to improve the low
use of ICT in teaching ESL writing skills (Yunus, Nordin, Salehi, Embi, & Salehi, 2013).

CRITIQUE OF JOURNAL ARTICLE: ICT AND ESL WRITING

Critique of Journal Article: The Use of Information and Communication Technology (ICT) in
Teaching ESL Writing Skills
Thesis and Salient Points
In pursuing the integration of Information and Communication Technology (ICT) into the
educational system of Malaysia, specific advantages and disadvantages have arisen following
measures to eliminate the digital divide and make ICT useful to teachers and instruction.
Previous research indicates these advantages and disadvantages for the use of ICT as mentioned
in the abstract. In verifying the accuracy of this for ESL education in Malaysia specifically, the
authors completed qualitative research by interviewing secondary education ESL teachers with
more than five years of experience teaching ESL. This was done to answer the questions, What
are the advantages and disadvantages of using ICT in teaching writing skills in ESL
classrooms?, and How do Malaysian secondary school English teachers manage problems and
plan activities involving ICT? (Yunus et al., 2013). The sample consisted of four female
teachers from various regions across Malaysia with an average of approximately 19 years of
teaching experience. The researchers conducted a semi-structured interview with each
participant to inform their findings. Data from these interviews were taken from coded
transcripts of audio-recordings. Interviews lasted from 30 to 45 minutes and were conducted in
English. Each participant was able to review the transcription and notes from their interview to
verify accuracy.
Findings confirmed advantages and disadvantages for using ICT for teaching writing
skills in ESL classrooms. In general the advantages consisted of effectively meeting lesson
objectives, aiding in the teaching process, being a creative method of teaching that engaged
learners, and encouraging learner autonomy. The disadvantages consisted of maintaining class

CRITIQUE OF JOURNAL ARTICLE: ICT AND ESL WRITING

control, distracting students, and using improper short-hand when writing. The instability of
technological problems and internet access effected problem management while in the classroom
and in students homes. Lack of familiarity with ICT effected creativity in lesson plan activities.
Analysis of the Significance of the Issue for Practice
Considering the findings from this research study, advantages and disadvantages seem to
maintain a generalized theme, but are more precisely explained through the efforts of the authors.
Digital nativism does indicate the central issue relating to the effectiveness of using ICT for the
instruction of writing in ESL classrooms. Where the average age of the participants was
approximately 34 years at the time of interviewing (November 2012) and the average age of the
student population was described as congruent with secondary students, the differences between
digital natives and digital immigrants can be considered to explain their findings. Furthermore,
this consideration can implicate the role of the teacher in planning lessons using ICT for the
student. With a transition approaching between current teachers and future teachers, the role of
future teachers in planning lessons using ICT may be different due to their new status as digital
natives.
The current dynamic between teacher and student is digital immigrant and digital native
respectively. This means that proficiency with technologies such as ICT will be variable
between both populations. This is quite apparent in the findings of the interviews completed by
the authors. The participants expressed difficulties planning creative lessons because of their
unfamiliarity with the technologies, difficulties managing technological malfunctions (relying on
IT technicians and students to solve these problems), and rudimentary uses of technology (only
for web browsing, word processing, and blogging), which indirectly explained classroom
management issues and distracted students. In order to achieve maximum student interest and

CRITIQUE OF JOURNAL ARTICLE: ICT AND ESL WRITING

thus few behavior issues, teachers need to utilize technology in a proficient way like that of their
digital native students. It becomes the responsibility of the teachers to achieve this native-like
proficiency because of the advantages that are listed in both the literature study and the findings
of this study, highlighting the benefits to the student population in developing writing skills.
In order to achieve technological proficiency for the digital immigrant, professional
development is one solution. In-service presentations, conferences, seminars, and academic
coursework are all viable solutions for providing support to teachers in achieving technological
proficiency. These solutions will prepare teachers for more effective instruction when utilizing
technology in the classroom and conversely benefit the students. With more familiarity with
technology, teachers will be better equipped to develop more creative lesson plans, reducing
classroom management issues and distraction, and solve technical issues without the aid of IT
technicians or student assistance. Furthermore, technological proficiency will increase the
amount of instructional time as use will become more fluent.
The future teaching population will dynamically shift the relationship between teachers
and students as both will be digital natives. Technological proficiency will be substantially
equalized and the disadvantages discussed previously will not need to be resolved in the same
way. However, other disadvantages may occur due to the reliance of technology in instruction.
Specifically considering the use of ICT for the instruction of writing in ESL classrooms,
students and teachers may be more susceptible to the use of shorthand in writing, which is
already a disadvantage expressed by teachers in this and previous studies. Perhaps this will
mean that writing expectations through technological and hand means will be diverse in some
way and shorthand will become acceptable in particular technological uses, like when writing in
blogs. Perhaps this will inform a prescribed writing style that will celebrate the use of shorthand

CRITIQUE OF JOURNAL ARTICLE: ICT AND ESL WRITING

within technology, or will become an exponentially challenging difficulty to overcome for
teachers in developing adequate writing skill in students.
In considering the current advantages and disadvantages for using ICT in teaching and
speculating future advantages and disadvantages, I am encouraged by this research completed.
Evidence does point to great benefits for using ICT in the classroom. As a future ESL teacher, I
would like to utilize ICT to reach my student population while also improving their writing
skills. I believe that this could be true of many technologies and many skills and is something I
will pursue as I continue my career in education.

CRITIQUE OF JOURNAL ARTICLE: ICT AND ESL WRITING

Reference
Yunus, M. M., Nordin, N., Salehu, H., Embi, M., & Salehi, Z. (2013). The use of information
and communication technology (ICT) in teaching ESL writing skills. English Language
Teaching, 6(7), 1-8.