An Analysis of Student Perceptions of Computational Thinking in Writing Classes

Abstract

This study discusses students’ perceptions of the integration of computational thinking (CT) strategies in writing classes. The main purposes of this study were to analyze students’ perceptions in writing classes to provide valuable insights into the integration of CT strategies in classroom activities. A quasi-experimental design was used, with one group assigned as the experimental group and the other as the control group. The findings indicate that the students had higher positive perceptions toward their writing course, which is shown in their motivation, retention, and comfort in class. This study emphasizes the importance of analyzing students’ perceptions in understanding the effectiveness of adopted learning strategies and provides valuable insights into the successful integration of CT strategies in language learning.