Volume 03 Issue 06-2023
142
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
142-146
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Technology's substantial advancement has improved teachers' ability to instruct students. Technology needs to be
used in the classroom by teachers. The goal of this study is to describe internet technology's role in helping B1 level
students develop their writing skills, including its advantages and disadvantages. To gather information, semi-
structured interviews, observation, and documentation are used. According to research, teachers helped pupils
improve their writing skills by using technology. Students' participation in the learning process is a strength of using
internet technology. In the meanwhile, the application's flaws become its error system and automatic grammar
correction. In general, technology can be used to help students become more motivated and creative during the
teaching-learning process, especially when it comes to improving their writing abilities.
KEYWORDS
Writing skill, internet technology, students, importnace, views, English language.
INTRODUCTION
Since writing calls for students to be able to use
lengthy frameworks, multiple grammatical rules, and
develop correctness and fluency, writing is one of the
most challenging language abilities to learn. Since pre-
writing activities like drafting and brainstorming,
followed by writing activities, and post-writing
activities like editing and revision, writing is also
thought of as a linear process. Students may refer back
to earlier steps while they write, particularly when
editing. As a result, teachers have a crucial
Research Article
THE ROLE OF INTERNET TECHNOLOGY IN IMPROVING STUDENTS'
WRITING SKILL
Submission Date:
June 14, 2023,
Accepted Date:
June 19, 2023,
Published Date:
June 24, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue06-23
Kaliknazarova Ziyada Marat Qizi
Intern-Teacher Of The Department Linguistics (English Language), Karakalpak State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 06-2023
143
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
142-146
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
responsibility in helping students develop writing skills
that will be beneficial for their future careers [5].
There are additionally four justifications for teaching
writing.
First,
writing
instruction
serves
as
reinforcement. It indicates that while some pupils learn
language orally, the majority learn it through reading
and writing it. Second, writing instruction is a linguistic
improvement. They learn as they go along because of
the text itself. Thirdly, it is regarded as a type of
learning. Some students learn language incredibly
quickly only by watching and listening. And finally,
writing is a skill. The primary purpose of teaching
writing is for this reason. It is a fundamental linguistic
ability, equally crucial to speaking, listening, and
reading. Students must therefore be able to compose
letters, put together written reports, respond to
adverts, and write using electronic media [1]. As more
scholars perceive the potential for using internet
technology in writing classes, there has recently been
an increase in research in this area. When students are
requested to research and rewrite important, high-
quality information for a project or topic, it is
advantageous to use the internet to teach language
skills. A vibrant class conversation about a topic can
start in writing thanks to a computer network. The text
of that debate can be saved and printed, or the
electronic version can be used to provoke thought
while students compose their own works. After
posting those works online for the class to read and
provide feedback on, the student can then revise.
This study was done to find out how internet
technology may be used to teach students how to
write. The study specifically looks at writing
techniques and internet technology that EFL teachers
frequently employ to teach writing skills to students.
Literature review. It is essential to provide definitions
of writing and internet technology recommended by
academics because the research's focus is on using
internet technology to enhance students' writing
abilities. These are what they are:
According to Nunan, writing is a productive ability that
necessitates the writer's capacity to come up with
ideas and back them up with a few supporting phrases
that are both true and grammatically sound.
The writer can effectively communicate his or her
thoughts, facts, and experiences by utilizing proper
grammar. The hardest thing to do in language is
probably to write something that is coherent, fluent,
and lengthy. [4, 58-59].
There are four steps in the writing process, according
to Harmer. Planning, drafting, editing, and the final
version are included. The writers try to determine their
intended message while planning. When a writer is in
the writing stage, he or she places more emphasis on
the content and meaning than on the mechanics and
Volume 03 Issue 06-2023
144
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
142-146
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
conventions. A writer records his thoughts and ideas
and creates a rough copy based on considerations and
pre-writing tasks. Following the creation of a draft, the
writers typically go back and read what they have
written to determine where it works and where it
doesn't. The final product is created by writers after
they have revised their initial draft and made any
adjustments they feel are required [2, 11].
Regarding Wissick's theory, students can have a
deeper comprehension of the material as well as
improve their writing and discourse participation
through the use of technology. The greatest promise
of multimedia may be the ability it gives teachers to
foster learning environments where students can
conduct independent research, produce products for
reports, and develop subject-matter expertise. [6, 29-
31].
Martin also says that literacy is essential to school and
that technology is essential to how our pupils think and
behave in the real world. Our teachers can give pupils
the
opportunity
to
comprehend
pedagogical
approaches that better integrate new literacy by
utilizing a variety of learning modes. Because of how
quickly technology is evolving, it is crucial that teachers
have
access
to
professional
development
opportunities to help students become more
motivated and proficient users of technology to
enhance their writing [3, 75].
The use of internet technology in classes will be
undertaken to enhance the writing abilities of
students, and the outcomes will be examined based on
the theories provided by academics.
Research methods. The research design is crucial to
getting the data when it comes to doing the study. It is
how information from the subjects is obtained. The
author's research design in this case was a descriptive
qualitative study. Instead of using statistics, this design
emphasizes comprehension and meaning through
verbal storytelling and observations. As a result, the
research's findings take the form of descriptions and
interpretations of specific phenomena that occurred
while the study was being conducted. The study's
subjects were students with intermediate English
language proficiency.
The information was gathered utilizing observer-only
methods. It was an observation in which the author
solely focused on the teaching and learning process.
Since the use of online technology was anticipated to
assist students in producing a written text, students'
writing was taken to explore their writing skill in order
to obtain the data connected to the use of internet
technology in teaching writing.
Analysis and result. There were certain advantages and
disadvantages of using internet technology in the
teaching and learning process, according to the
Volume 03 Issue 06-2023
145
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
142-146
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
research findings. In this study, teaching and learning
were more successful thanks to internet technology.
b. The lesson, particularly the writing portion, piqued
the pupils' interest.
b. The students' writing concepts were strong.
d. The pupils carried out the teacher's assignment.
e. The knowledge of the students was increased.
The research's findings revealed the following
limitations of internet technology: a. Students' internet
use was unmonitored.
b. The students opened other websites for the
teaching and learning process regularly, such as
Facebook.
b. It took a while for students to access the online
resources.
d. Time management issues relating to the internet
connection in the classroom.
e. The educational process grew congested.
All things considered, there are more advantages to
employing internet technology to teach B1 level kids
than there are drawbacks. As a result, it can be said
that using technology in the classroom while learning
to write is quite significant.
Conclusion. Considering everything, it is obvious that
incorporating internet technology into writing
instruction has a significant impact on language
learning as well as student readiness for the
information era. The results of this little study showed
that while using the new approach to teach and
evaluate writing skill is likely to provide some beneficial
benefits, it is not the sole strategy that educators
should use. Therefore, we can conclude that students'
writing abilities are significantly impacted by the use of
internet technology.We have used it in the past and
believe it is worthwhile to use in the classroom because
it is so stimulating.
References:
1.
Ghaith, Gazi. (2002). Writing. . [online].
Available:http://nadabs.tripod.com/ghaith-
writing.html,retrieved on January 18th, 2014
2.
Harmer, J. (2004). How to teach writing.
Pearson Educated Limited
3.
Martin, J.R. (2008) English text: system and
structure, Philadelphia: John Benjamins Pub. Co.
4.
Nunan, David. (1999). Designing Task for the
Communicative Classroom. Cambridge: Cambridge
University Press.
5.
Warschauer, M and Whittaker, P. W. (1997).
The Internet for English Teaching: Guidelines for
Teachers. The Internet TESL Journal, Vo. III, No. 10.
Volume 03 Issue 06-2023
146
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
06
P
AGES
:
142-146
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
University
of
Hawai.
Available
at
http://iteslj.org/Articles/Warschauer-Internet.html,
Retrieved on September 11th, 2014.
6.
Wissick, C. A. (1999) Multimedia: Enhancing
Instruction for students with learning disabilities.
Journal of Learning Disabilities, 29, 494-504.
