An Investigation of the Effect of Computer-assisted Writing Instruction on EFL Saudi Learners’ Ability

This study aims at investigating the effect of computer-assisted writing (CAW) on Saudi students’ writing skill in English. A quasi-experimental study was conducted at the Department of English Language and Literature, College of Arts, King Saud University during the second semester of the academic year 1427 – 1428 AH. The sample of the study was divided into two groups: the experimental group which was taught writing via computer, and the control group which was taught the same skill in the traditional method. The study hypothesized that CAW had a significant effect on EFL Saudi learners' writing skill through investigating four areas of writing: writing a paragraph, correcting grammar, style, and spelling errors. The instrument of the study was the word processor, WinWord 2003, which was used to check and correct grammar, style, and spelling errors. Other several computer-based techniques, methods, and activities were used to achieve the goal of the study. In addition, a test was made to find the effect of the experiment. SPSS software program was used to analyze the subjects’ results. The findings of the study revealed that: ii ?. There were statistically significant differences (p. @ 0.05) between the mean scores of the experimental group and the control group in their post-test. The differences were in favor of the experimental group which was taught writing via computer. B. CAW has a significant effect (p = 0.023) on EFL Saudi learners’ writing skill. D. CAW has a significant effect on EFL Saudi learners’ writing ability in two areas of writing: paragraph writing and correcting grammar errors. The results did not reveal considerable differences between the two groups in correcting style errors. Both methods have almost the same effect in this particular area. However, correcting spelling errors was not affected by CAW. Instead, learners’ writing ability tends to be improved by correcting spelling errors through traditional instruction. Finally, the study concluded that the use of the word processor is a functional method for teaching the writing skill. Moreover, it is recommended that teachers should receive more training in computer classes related to using language skills