The Effects of EdTech-based Writing Activities on Korean High School Students’ English Writing Proficiency and Affective Domains

This study analyzez how EduTech-based writing activities affected third grade high school students, in terms of their English writing proficiency, attitudes toward English learning, and affective domains. The following data sources were used; 1) pre- and post-tests of the students’ English writing skills, 2) pre- and post-surveys on affective domains, and 3) interviews with focus group students. A t-test was conducted to determine the significance of the frequency of error types and lexical diversity, and a qualitative analysis was performed to understand how they perceived EduTech-based writing activities. The findings indicated that EduTech-based English writing activities did not significantly affect the accuracy of their writings, but increased students' interest in learning English, and the students had positive perceptions of participation in those activities. The pedagogical implication is that, to implement EduTech-based activities in English classes, it is necessary to develop appropriate instructional methods, and their long-term applications.