Findings

Data Collection Method

Observation & Journal Student Work Student Feedback Forms






Theme 1:
The Students'
Engagement in
In-class
Writing
Increased


Each student focused
on his/her writing
project on the
computer and they
seldom talked to each
other because they
have acquired the
skills to work by
themselves on the
writing project.
The students were
eager to listen to my
suggestion toward
their writing.
No student used the
computer to do
irrelevant activity such
as browsing irrelevant
website during the
project writing.

60% of students thought
they more enjoyed the
web-based technology
for writing in phase two,
because they were
provided a qualified
technology-based
learning environment as
well as more support on
web-based technology
instruction.
The students enjoyed
writing on the writing
prompt in phase two
more, which was
designed to challenge
them to think critically
and academically based
on their topic of interest.

Theme 2:
The Students
Need Support
with Outside
sources for
Writing


The students actively
read the outside
sources I provided in
order to get some
ideas and facts toward
the writing prompt.


The percentage of
students who
competed their
assignment in phase
two increased 3%
comparing with the
one in phase one.
The students used
the outside sources
I provided as
facts/evidence to
support their
opinions/claims.
However, they cited
the outside sources
in an inappropriate
way.

More than half of the
students thought they
were more willing to
write because they were
provided outside sources
support.

Theme 3:
The Students'
Writing
Quality was
The average total
score have
increased from 8.57
points to 11.33
71% of students believed
learning how to
distinguish a fact from an
opinion and how facts
Improved points, which
means the students
made 2.76 points'
progress in their
five-paragraph
essay writing.
are used to support
opinions helped them
improve their writing.