Technology-Enhanced Writing Pedagogy for EFL Learners: A Multi-Study Dissertation on Practice, Effectiveness, and Teacher Perceptions

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Original abstract

English academic writing is a critical yet challenging skill for learners in English as a Foreign Language (EFL) contexts. The rapid integration of digital tools, accelerated by the COVID-19 pandemic, has transformed writing instruction; however, evidence of its pedagogical effectiveness remains fragmented and often overlooks teacher perceptions and genre-specific impacts. This three-study dissertation addresses these gaps by investigating the role of digital tools in EFL writing instruction within the EFL higher education context, employing a multi-method approach to triangulate evidence from student outcomes, meta-analytic synthesis, and teacher experiences.Study 1 conducted a classroom experiment with 111 Chinese undergraduates, comparing infographic-based pre-writing to traditional outlining. Results showed that infographic creation significantly improved summary-writing quality, source use, and self-efficacy, but not opinion writing, highlighting the genre-sensitive nature of tool effectiveness.Study 2 synthesized 17 experimental and quasi-experimental studies (N = 1,085) through a meta-analysis. It found a statistically significant, moderate overall effect favoring web-based collaborative writing (WBCW) over non-technological collaboration on writing quality (Hedges’ *g* = 0.51). Moderator analyses indicated that training was a significant factor enhancing outcomes.Study 3 explored the perceptions of seven Chinese university writing instructors through qualitative interviews. Grounded in the TPACK framework, the findings revealed that while digital tools are deeply embedded in instruction, their use is shaped by teachers' knowledge, institutional support, and access. Teachers exhibited cautious and limited integration of emerging Generative Artificial Intelligence (GenAI) tools due to concerns over academic integrity and a lack of institutional guidance.Collectively, the findings demonstrate that technology enhances EFL academic writing most effectively when tools are aligned with genre demands, collaboration is scaffolded by design and training, and implementation is supported by teacher knowledge and institutional context. The dissertation concludes by advocating for a situated, tool-genre-task alignment perspective in future research and practice, moving beyond technocentric adoption to support equitable and effective writing instruction in diverse EFL settings.

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