TECHNOLOGICAL ADVANCEMENTS IN TERTIARY-LEVEL WRITING: INSIGHTS FROM BANGLADESHI STUDENTS AND THEIR EVOLVING WRITING PRACTICES

Abstract

This study delves into the incorporation of technology into the writing practices of Bangladeshi tertiary-level students. Its purpose is to gain a comprehensive understanding of how these students employ technology and writing tools for academic and professional writing. Employing a mixed-methods approach, the research combines surveys and interviews to gather rich insights. The findings reveal a strong inclination among these students towards technology, with a pronounced preference for laptop-based devices. Grammarly, a popular writing app, emerges as the dominant tool, significantly impacting students’ writing skills development, grammar correction, vocabulary enrichment, and originality checking. Precise formatting is highlighted as a key element in academic writing. Nevertheless, concerns regarding potential overreliance on technology and its associated drawbacks are expressed. It’s important to note the limitations of this study. The primary focus is on Bangladeshi tertiary-level students, which may constrain the generalizability of the findings to broader contexts. The reliance on self-reported data may introduce response bias. Future research endeavors could address these limitations by diversifying the participant pool and incorporating various research methods for a more comprehensive understanding of the subject. The study’s insights hold significant practical implications for educators and institutions. Acknowledging the prevalence of technology use and students’ favored writing tools, educators can adapt their teaching approaches to align with these technological preferences. Encouraging responsible usage of writing tools and offering guidance on their optimal utilization can address the challenges linked to excessive reliance on technology. In the swiftly evolving technological landscape, understanding the influence of digital tools on writing practices is pivotal for preparing students for academic and professional triumph. The study underscores the shifting role of technology in education and emphasizes the necessity for adaptable teaching approaches that seamlessly integrate digital writing tools into the learning process. This research contributes a distinctive perspective on the writing practices of Bangladeshi tertiary-level students in the context of technological advancements. The extensive examination of preferred writing tools and their perceived benefits enhances the ongoing conversation regarding the evolving realm of writing practices in the digital era. The study offers valuable insights into the preferences and challenges faced by students in this context, adding to the discourse about the intersection of technology and writing instruction.