Using e-learning to support tertiary level English language learners to revise their work within the process writing approach - Students' beliefs on its effectiveness

Abstract

Process writing has long been seen as beneficial in English language education within Hong Kong as it can provide a systematic and structured way to support learners writing development giving students time to develop ideas before drafting their work and revising it. Yet it is often observed that many students’ writing attempts focus on creating a publishable piece of writing from the onset with little consideration for revising and improving their written work. Technology can be one way to support learners and help them focus on different stages of writing. Through the use of an app called, ‘The World’s Most Dangerous Writing App’ with tertiary level learners, emphasis can be placed on getting the learners ideas down and then time could be spent on revising the work. This presentation reports on a study that explores Hong Kong English students’ beliefs on the use of the e-learning tool, ‘‘The World’s Most Dangerous Writing App’ to support the writing process and the efficacy of revising at the tertiary level. Qualitative data was collected through two questionnaires designed for this study. The presenters will present their findings from the study and suggest implications on the use of technology and revising in English language writing instruction.