To sum up, teaching writing as a process is a must, in order to give insight to the students on how a professional writer work in stages to produce writing product.
Further, teacher plays important role in each stage as a guide and an editor for the students to pass thorugh each stage of writing process.
2.2 Computer Assisted Language Learning CALL
Computer-assisted language learning CALL is succinctly defined in a seminal work by Levy 1997 as the search for and study of applications of the computer
in language teaching and learning. CALL embraces a wide range of information
and communications technology applications and approaches to teaching and
learning foreign languages, from the ‘traditional’ behavioristic CALL, the drill- and-practice programs that characterized CALL in the 1960s and 1970s Taylor
1980 to communicative CALL Underwood, 1984 which varies in three types that is, the computer as tutor Taylor 1980, computer as stimulus Taylor and
Perez, 1989 and the computer as a tool or workhorse softwares Brierley Kimbel: 1991 to more recent manifestations of CALL, e.g. as used in a
virtual learning environment
and Web-based distance learning
. It also extends to the use of
corpora and concordancers, interactive white boards, Computer-mediated
communication CMC , language learning in virtual worlds, and mobile-assisted
language learning MALL Warschauwer, 2000.
Bullock 2001, gave an example of the third type of CALL as a tool or
workhouse software in langauge teaching. He found out that the majority of
students found using ICT for English activities helpful in terms of planning and
amending work and interesting. Further, the very nature of ICT often lends itself to group work, which enhanced their enjoyment of the tasks. Interestingly, the
nature of these tasks also enabled students to work more independently as they were sometimes away from the classroom environment and were therefore less
reliant on the teacher. Further, coupled with the ability to work in pairs and small groups, there was a significant improvement in the motivation of the majority of
the students involved in this case study. In particular, the group had been more enthusiastic to begin tasks and this enthusiasm had been sustained for their
duration. As for writing skills, the students’ willingness to redraft and the quality of the presentation that can be achieved using ICT had resulted in writing that is
of a higher standard, and had seen more interesting, involving writing, possibly as a result of working in pairs and being able to share ideas.
In other words, facilitating successful lesson that involves the use of technology can create a positive learning experience. Therefore, it can increase students’
motivation toward education, no matter what the culture of the students’ country is Knezek, Miyashita, and Sakamoto, 1993 because based on their study in
three countries for four years, there was no indications that the impact of computer use in the school environment is restricted to or strongly influenced by
any particular culture.
Further, Bowen, Moore, Niemeyer and Holmes 2014 proposed ways to use technology to motivate students’ writing. They underlined that because writing
would continue to develop due to constant evolving of technology, teachers must
