The effect of using Penzu on students’ writing skills at a higher secondary level in Pakistan
Pakistan has undergone a period of transition following the COVID-19 pandemic, which has led to increased reliance on computers and online resources in government schools. Over the past decade and a half, effective teaching and learning of English has become a focal point for policymakers. To contri...
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| Format: | Thesis |
| Language: | English English English |
| Published: |
2025
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| Online Access: | https://etd.uum.edu.my/11803/1/permission%20to%20deposit-allow%20embargo%2036%20months-s903380.pdf https://etd.uum.edu.my/11803/2/s903380_01.pdf https://etd.uum.edu.my/11803/3/s903380_02.pdf https://etd.uum.edu.my/11803/ |
| Abstract | Abstract here |
| Summary: | Pakistan has undergone a period of transition following the COVID-19 pandemic, which has led to increased reliance on computers and online resources in government schools. Over the past decade and a half, effective teaching and learning of English has become a focal point for policymakers. To contribute to this evolving landscape, the present study investigated the effect of using Penzu in Computer Assisted Language Instruction (CALI) on students’ writing skills at the higher secondary school in Pakistan. A mixed-methods research design was employed, utilizing a quasi-experiment and semi-structured interviews. Sixty EFL students from Punjab participated in the quasi-experimental study, while 15 higher secondary school EFL teachers and students were selected for interviews. Quantitative data were collected through pre-tests and post-tests and analyzed using T-Tests in SPSS version 28, while qualitative data were analyzed using thematic coding in NVivo. The experimental results showed that students in the experimental group demonstrated greater accuracy in writing skills on the post-test compared to students in the control group. Interview data revealed that younger EFL teachers were more inclined to use technology than their senior counterparts. Additionally, the findings highlighted differences in EFL teachers’ attitudes toward using CALI based on gender, age, and experience. Finally, the results have significant theoretical, practical, and pedagogical implications for higher secondary education and the professional development of EFL teachers. |
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