INTEGRATING TECHNOLOGY IN ESL WRITING INSTRUCTION: PERSPECTIVES, PRACTICES, AND IMPACTS AT THE UNIVERSITY LEVEL TEACHING IN PAKISTAN

Abstract

This research paper explores the integration of technology in ESL writing instruction within a university setting, examining the perspectives and practices of instructors and assessing the impacts on student engagement and learning outcomes. Utilising a qualitative dominant mixed methods approach, the study draws on surveys, interviews, classroom observations, and document analyses to gather comprehensive insights. Findings indicate that technology is widely used across ESL writing courses, with instructors reporting generally positive attitudes towards its pedagogical benefits. However, the paper also highlights the need for caution and a balanced use of technology,  as potential over-reliance on digital tools and technical issues are also noted. The paper discusses these findings through the lens of technological determinism and the functional theory of attitudes. It suggests that technology can significantly enhance learning experiences but requires careful integration and a mindful, balanced use. Practice recommendations include enhanced instructor training, institutional support for technology integration, and ongoing evaluation of technology's educational impacts. This study contributes to the broader discourse on technology in education by highlighting specific implications for ESL writing programs and suggesting pathways for future research.