Investigation of the Impact of Technology on the Written Production of EFL Learners in Iraqi Kurdistan

Abstract

Writing is a significant manner of learning a foreign language and can be essential in facilitating second language development. Moreover, it is an essential part of language learning for L2 learners. Research has shown that many EFLs perform poorly in written language skills. Research has shown that many EFLs perform poorly in written language skills. The present study aimed to investigate technology's impact on EFL learners' written production in Iraqi Kurdistan. In this research, a single group pre-test-post-test method was utilized. The research community included Iraqi EFL learners, and the research sample included 30 intermediate-level learners. In order to measure the students' self-evaluation of their writing skills, the students completed the Self-Assessment of English Writing Skills and Use of Writing Strategies questionnaire. A descriptive writing task was used to measure students' writing performance. SPSS22 software was used for data analysis. The normality of the scores was assessed using the Kolmogorov-Smirnov test. The Likert scale evaluation showed that Self-Assessment of English Writing Skills with an average of 69.03±25.21 was evaluated at a relatively favorable level and Use of Learning Strategies with an average of 149.83±69.38 at an unfavorable level. The results indicated that the average score of the students in the pre-test was 17.37±2.16, and in the post-test, it was 21.00±1.96. Based on the results, a statistically significant difference was observed between the pre-test and post-test results. In the present study, we found that Iraqi EFL learners' writing skills and practices improved significantly with the help of technology.