New Technologies and Writing Skills

Abstract

This study explored students' perspectives on the use of new technologies for developing writing skills in English as a Foreign Language (EFL) among 40 students from Unidad Educativa “Quisapincha,” located in Ambato, Ecuador (16 males and 24 females). A descriptive, non-experimental methodology was employed, with data collected through a 20- item Likert-scale survey. The reliability of the survey was confirmed with a Cronbach’ Alpha coefficient of 0.875, and the questionnaire was validated by five experts in the field, with each question achieving an acceptance score ranging from 0.80 to 1 on Aiken’s V coefficient, ensuring its validity. The results showed that students frequently utilized technological tools such as Padlet, Canva, and Google Docs, valued for their collaborative and interactive features, which facilitated the organization of ideas, real-time feedback, and teamwork. Writing strategies like proofreading, labeling, and organizing ideas were the most effective in enhancing key subskills, including punctuation, coherence, and cohesion. However, students encountered challenges with tasks requiring gap-filling techniques and applying advanced grammar rules, highlighting areas for further support. Despite these difficulties, the study demonstrated the importance of cognitive and metacognitive strategies, particularly proofreading and idea organization, in overcoming obstacles and improving writing outcomes. These findings underscore the transformative potential of integrating technological tools into EFL instruction, fostering a collaborative, interactive, and student-centered environment that enhances the learning process and writing skill development.