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Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students: A Case Study

Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students: A Case Study

Gurleen Ahluwalia, Deepti Gupta
Copyright: © 2017 |Pages: 24
ISBN13: 9781522518822|ISBN10: 1522518827|EISBN13: 9781522518839
DOI: 10.4018/978-1-5225-1882-2.ch003
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MLA

Ahluwalia, Gurleen, and Deepti Gupta. "Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students: A Case Study." Multiculturalism and Technology-Enhanced Language Learning, edited by Dara Tafazoli and Margarida Romero, IGI Global, 2017, pp. 33-56. https://doi.org/10.4018/978-1-5225-1882-2.ch003

APA

Ahluwalia, G. & Gupta, D. (2017). Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students: A Case Study. In D. Tafazoli & M. Romero (Eds.), Multiculturalism and Technology-Enhanced Language Learning (pp. 33-56). IGI Global. https://doi.org/10.4018/978-1-5225-1882-2.ch003

Chicago

Ahluwalia, Gurleen, and Deepti Gupta. "Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students: A Case Study." In Multiculturalism and Technology-Enhanced Language Learning, edited by Dara Tafazoli and Margarida Romero, 33-56. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1882-2.ch003

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Abstract

The present case study investigates the effectiveness of technology use in the writing skills of the students at the tertiary level. The subjects of this research were 80 students of an engineering college of Punjab, India. The project was implemented on the basis of the experimental method with a pretest-posttest control group design. At the outset of the project, all the subjects were given a standardized writing test. Following which, the students of the experimental group were made to perform their writing activities using technology in the language lab throughout the semester. Thereafter their performance was assessed and the results were further compared with the students of the control group as well as with their own performance in the pre-test. The results revealed that the achievement in the writing skills of the students under treatment improved significantly. Lastly, the researcher elicited information about students' perceptions on the use of technological tools.

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