MALL BasedWriting Instruction: Assessing the Effectiveness of Digital Platforms Among ESL Learners

Digital Technologies Research and Applications

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MALL BasedWriting Instruction: Assessing the Effectiveness of Digital Platforms Among ESL Learners

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https://doi.org/10.54963/dtra.v4i3.1942
Madasamy Lingaraj, M., Rajamanickam, A. B., Kumar, P., Selvaraj, L. K., & Raj Job, J. S. (2025). MALL BasedWriting Instruction: Assessing the Effectiveness of Digital Platforms Among ESL Learners. Digital Technologies Research and Applications, 4(3), 217–230. https://doi.org/10.54963/dtra.v4i3.1942
Volume 4 Issue 3: December 2025 (In Progress)
Copyright (c) 2025 Mathivysali Madasamy Lingaraj, Aravind Banumathi Rajamanickam, Pradeepa Kumar, Lincy Kiruba Selvaraj, John Steward Raj Job
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Authors

  • Mathivysali Madasamy Lingaraj

    Department of English, Kalasalingam Academy of Research and Education, Krishnankoil 626126, India
  • Aravind Banumathi Rajamanickam

    Department of English, Kalasalingam Academy of Research and Education, Krishnankoil 626126, India
  • Pradeepa Kumar

    Department of English, PSG College of Arts and Science, Coimbatore 641014, India
  • Lincy Kiruba Selvaraj

    Department of English, Kalasalingam Academy of Research and Education, Krishnankoil 626126, India
  • John Steward Raj Job

    Department of English and Cultural Studies, CHRIST University, Bengaluru 560029, India

Received: 31 July 2025; Revised: 30 September 2025; Accepted: 9 October 2025; Published: 2 December 2025

Nowadays, mobile‑assisted language learning (MALL) has emerged as a globally adopted approach that builds on the earlier development of computer‑assisted language learning (CALL) by utilizing the accessibility and flexibility of mobile devices to promote independent and self‑directed learning. It enables learners to extend language practice beyond classroom boundaries and provides authentic opportunities to engage with English as a Second Language (ESL). This study investigates the potential of digital platforms, specifically WordPress and Hemingway Editor, in enhancing the writing skills of non‑native English learners within a MALL framework. WordPress offers a collaborative digital space where learners can publish, share, and receive feedback on their writing, while Hemingway Editor provides real‑time analytical feedback to improve readability, grammar, and stylistic accuracy. The research adopted a quantitative design with both control and experimental groups to examine the effectiveness of these platforms. Participants included ESL learners who engaged in structured writing tasks, with their progress assessed through pre‑ and post‑tests. The findings of the study reveal that learners using WordPress and Hemingway Editor demonstrated notable improvements in writing performance when compared to the control group. The integration of these tools not only improved grammatical accuracy and stylistic clarity but also encouraged active participation, reflection, and learner autonomy. The results emphasize the pedagogical value of incorporating MALL strategies into language instruction, particularly for developing essential writing skills among ESL learners. In conclusion, this research affirms that mobile technologies, when strategically integrated into teaching, significantly enhance learning outcomes and offer sustainable pathways for improving ESL writing proficiency.

Keywords:

ESL Learners MALL Approach Writing Skills Wordpress

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