Electronic Theses and Dissertations

AHMED ALMENEI

Date

2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

English

Committee Chair

Emily Thrush

Committee Member

Teresa Dalle

Committee Member

Joseph Jones

Committee Member

Angela Thevenot

Abstract

This dissertation studies attitudes of the Saudi university learners studying English as a Foreign Language (EFL) toward using the Computer-assisted Writing (CAW) applications, e.g., up-to-date versions of word processing programs, for doing English writing assignments. Research has confirmed that CAW applications, e.g., up-to-date versions of word processing program, have been utilized in and out of the class to supplement, but not to replace, the methods of learning and teaching writing. Previous studies have revealed that students attitude towards writing improves when they use the word processor. The current study aims at examining the hypotheses that the EFL learners have effective attitudes towards CAW for writing assignments in EFL, and that they have perspectives about the effects of their attitudes on their writing accuracy and fluency. While the dissertation discusses EFL learners attitude, it also highlights the significance of employing computer technology, e.g., Learning Management Systems (LMSs), Computer-mediated Communications (CMCs) in EFL and in English as a Second Language (ESL) writing instructions. The researcher selected participants pursuing undergraduate English courses in the English Department at three different Saudi university campuses. The sample of the subjects was selected after they were surveyed in the first place for determining their prior knowledge and previous experiences of CAW applications and their ability to write at least a paragraph in English. A 5-point Likert-scale questionnaire, adapted from K. Cunninghams (2002) article, was responded by a total 150 subjects, and open-ended questions were answered by 50 of them to gather and analyze data about their attitudes and their attitude influences on their learning EFL writing. Key findings of the study, concluded after quantitative and qualitative analysis, revealed that the majority of students had positive attitudes toward CAW on their general English writing and on their EFL writing assignments and practice in particular. Key findings of the study included, but are not limited to, the fact that the students positive attitudes lead to raising significant awareness of their writing accuracy (i.e., mainly correcting grammar and spelling errors), writing fluency (i.e., vocabulary selection), and improving their writing ability and revision. The study concluded with several suggestions for future research studies.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

Notes

embargoed

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