ICT's role in improving writing in English in the second cycle of learning

Abstract

This projects study investigated the role of ICT (Information and Communication Technology), as a mentor and a tool, in improving the English writing skills of learners in the second cycle of learning relative to the traditional teacher and teaching strategies. The participants were 14 average students in the 5th elementary class of a private school in north Lebanon. 7 students were taught through ICT and were called experimental group and 7 through the traditional means and were called control group. They were given to write a paragraph about their opinion on a same topic before and after instruction. Their writings were studied based on how much they improved after instruction in mainly 11 skills in writing. The results showed that ICT plays a slightly better role, as an instructor and a tool together, than the traditional means in improving at least 9 writing skills and in increasing the exploration of a studied skill in a text. It is suggested that the results could have shown to be more obvious had there been less limitations.