Suh, J., (2002).

Effectiveness of CALL writing Instruction: The Voices of

Korean EFL Learners. Foreign Language Annals. vol. 35, No. 6. p
669-679.

Davoudi, L., et al. (2013). The Role of Post-Task CALL Approach in Teaching
writing accuracy among advanced EFL learners. International
Journal of Language Learning and Applied Linguistics World
(IJLLALW) Vol. 4(4),228-245

www.utm.my

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Introduction
ARTICLE 1 aimed at exploring the feeling of learners
in the use of CALL in writing lesson and article 2
investigated the effectiveness of the CALL in writing
class

cont.
process approach and post task approach of writing was used with the
aid of computer in the class.
process approach entails planning how and what they intend to write
(brainstorming and outlining before writing, revision and editing of the
task)
post task stage of writing involves opportunity to repeat performance
by paying attention to problems and challenging part for correction.

Methods
1.The first article
-19 korean Undergraduates (random)
-Instruments : Students personal journals
-Analysis using journal transcription
2.The second article
-55 MA students participants (purposeful sampling)
-25 Experimental and 30 control group
-Pretest and posttest grades as instruments
-Data process by SPSS 17

Major findings
The 1st article revealed the following
i) multimedia classroom as an environment that facilitates writing
ii) CALL as an effective tool for learning writing
iii) advantages of the process approach to writing
iv)Undesirable aspect of writing instruction
The 2nd article also concluded that CALL writing instruction motivate learners and
encourage even shy learners to actively participate in the class. Peer feedback produce
better understanding as well

Discussion
RQ1) Do post-task CALL techniques affect EFL learners' writing
accuracy?
the writing of CALL group improved. post-task CALL techniques is
effective in improving EFL writing of MA students at the advanced level
of English. there was significance difference between the means of pretest and post-test among CALL group- post-test was higher than pretest. The results showed that using post-task CALL techniques improve
the students' writing accuracy. One reason for the better performance of
experimental group in using post-task CALL techniques is due to the
fact that it is motivating for teachers and learners.

RQ2) Do post-task CALL techniques make a difference among

CALL and Non-CALL groups learning writing accuracy?
The results of t-tests revealed the two groups had progress in writing,
the students in the CALL group yielded a better performance.
Results showed that pre-test no difference, post-test. received feedback
via computer (experimental group) and did some activities considered
as post-task got better marks and their performance was better than
Non-CALL (face to face control group). Non-CALL group students might
not have any motivation, CALL group they are more motivated as they
have more time to think without any pressure or stress and they also
can profit from CALL programs :Grammar Checker and Spelling Checker.
Computers can help writers in editing and setting layout and checking
word :spell checking and thesaurus.

Weakness
Article 1: - Choice of process approach as opposed to Controlled-to- free approach, free
writing approach or paragraph pattern approach
unequal pairing searching for relevant website to be used by the students

Article 2:- The quantitative data should have been supported by qualitative data

Differences
The difference is that the first article (by Suh, 2002) is qualitative while
the second article (by Davoudi, 2013) was quantitative.
Suh explore the feelings and perception of the use of computer in
writing instruction while Davoudi investigated the effect of CALL writing
instruction on the student's performance

Similarity
Both the article employed the use of computer in writing
instruction which use mail exchange. Again, dyad interaction
pattern was used in both the research

Conclusion
Both study concluded that CALL instruction encourage learners
and motivate them.

It also provides authentic learning material for learners when

used with internet as well create opportunity to interact with
others as in this study.
This agreed with what Farrah, M. & Tushyeh, H. (2010); Mak, B. &
Coniam, D., (2008).