Treffer: Digital Tools and Writing Education: A Thematic Analysis of Technology's Role in Writing Skills Development.

This study investigates how technology facilitates the development of higher-order writing capacities, specifically critical thinking and creativity, to benefit diverse groups of learners, including English as a Foreign Language (EFL) students and those with dyslexia. Limited research on the effect of technology on writing skills, creativity, and critical thinking, which fails to focus on the different needs of learners and fails to acknowledge the individual needs of different learner groups. This study, which identifies a shortage of literature that predominantly addresses lowerlevel writing mechanics, poses the primary research question: to what extent do digital tools support higher-order writing skills? By utilizing a systematic review study design and thematic analysis approach, the study selected and analyzed 40 peer-reviewed articles. The researchers gathered the data by systematically reviewing various academic databases. This helped the authors identify the latest developments in digital writing tools, collaborative writing environments, and AI-based feedback systems. The five grand themes surfaced after an iterative coding scheme: computer-based writing tools, interactive writing environments, collaborative writing environments, automatic feedback systems, and virtual writing communities. The study's results show that computational tools not only significantly augment elementary mechanics but also lead to a substantial rise in creativity and critical thinking when applied in interactive and collaborative environments. However, the effectiveness of these tools depends on digital literacy and ethical considerations related to AI applications. This study finds that technology has immense possibilities for re-inventing writing pedagogy if combined with conventional pedagogical approaches to improve fundamental and advanced writing skills. [ABSTRACT FROM AUTHOR]

Copyright of Arab World English Journal is the property of Arab World English Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)