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Aaltonen, M., Mannonen, P., Nieminen, S., & Nieminen, M. (2011). Usability and compatibility of e-book readers in an academic environment: A collaborative study. IFLA journal, 37(1), 16-27.
Afzal, M. (2021). Web 2.0 And Its Role in ELL Academic Writing Development.
Akbari, V., & Mondanipoor, F. (2020). The effect of blog-supported writing instruction on writing performance of Iranian EFL learners. International Journal of English Language and Translation Studies, 26-34
Allagui, B. (2022). Factors underlying students’ attitudes towards multimodal collaborative writing. Heliyon, e12725.
Alexander, J. (2009). Gaming, student literacies, and the composition classroom: Some possibilities for transformation. College Composition and Communication, 35-63.
Althobaiti, N. (2020). The Utilization of Twitter for Improving the Writing of Non-native Speakers of Arabic. رسالة المشرق, 35(4: 1), 3-29.
Alvermann, D. E., & Sanders, R. K. (2019). Adolescent literacy in a digital world. The International Encyclopedia of Media Literacy, 1-6.
Ansar, F. A., Puspita, N., Hasyim, U. A. A., Soepriyadi, D. N., & Astri, Z. (2021). How the Implementation of Digital Media in English Using Padlet?: Qualitative Exploration Interactively. Ilkogretim Online, 20(4).
Ardila, A. (2020). Using Multimodal Resources to Foster Writing Competence in Early Literacy (Doctoral dissertation, Greensboro College).
Arnold, N., Ducate, L., & Kost, C. (2012). Collaboration or cooperation? Analyzing group dynamics and revision processes in wikis. Calico Journal, 29(3), 431-448.
Asha, J. (2021). A framework for assessing multimodal comprehension. Scan: The Journal for Educators, 40(3), 4-9.
ASIK, A. (2020). HOW TO CREATE TECHNOLOGY-ENHANCED LANGUAGE CLASSROOMS FOR YOUNG LEARNERS: A PRACTICAL GUIDELINE. Political, Pedagogical and Research Insights into Early Language Education, 144.
Aşık, A. (2023). Digital storytelling: An alternative method and a multimodal task to improve writing skill of English Language Learners. In New Directions in Technology for Writing Instruction (pp. 69-80). Cham: Springer International Publishing.
Azizov, S. (2021). BLENDED LEARNING TECHNOLOGIES: COURSE DESIGN, COLLABORATION AND ASSESSMENT IN IMPROVING STUDENTS’ESSAY WRITING SKILLS. Philology Matters, 2021(2), 125-140.
Barbosa, T. R., & Sales, L. S. (2022). Poetry in Digital Times: A Didactic Proposal for the Use of Instapoetry in the EFL Context. International Journal of English Linguistics, 12(4).
Bedenlier, S., & Marín, V. I. (2020). Engaging students through virtual mobility. Digital Experiences of International Students: Challenging Assumptions and Rethinking Engagement, 85.
Blake, J. (2021). Asynchronous peer teaching using student-created multimodal materials. International Journal of Information and Education Technology, 11(6).
Black, R. W. (2005). Access and affiliation: The literacy and composition practices of English‐language learners in an online fanfiction community. Journal of Adolescent & Adult Literacy, 49(2), 118-128.
Black, R. W. (2009). Online fan fiction, global identities, and imagination. Research in the Teaching of English, 397-425.
Boone, N. C. It’s not what you think, but how you think: Cultivating inquiry in the digital age.
Caldwell, K. L. (2020). An Exploratory Study of the Effects of a Technology-Based Graphic Organizer and 1: 1 Chromebooks on the Persuasive Writing of Third-Grade Students (Doctoral dissertation, University of South Carolina).
Castillo-Cuesta, L., Quinonez-Beltran, A., Cabrera-Solano, P., Ochoa-Cueva, C., & Gonzalez-Torres, P. Using Digital Storytelling as a Strategy for Enhancing EFL Writing Skills.
Cecil-Lemkin, E., & Johnson, L. M. Developing a Multimodal Toolkit for Greater Writing Center Accessibility.
Chen, C. W. Y. (2021). PowerPoint as a multimodal retelling tool: students’ slide design, collaboration, and goal-setting. Innovation in Language Learning and Teaching, 1-14.
Chen Hsieh, J., & Lee, J. S. (2021). Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations. Computer Assisted Language Learning, 1-28.
Chen, W., & Zhang, M. (2023). Understanding an assessment approach in computer-mediated collaborative writing: Learner perceptions and interactions. Language Awareness, 1-24.
Cho, H. (2021). Factors mediating small-group interactions during synchronous web-based collaborative summary writing using Google Docs. Working Collaboratively in Second/Foreign Language Learning, 30, 249.
Cho, K., Schunn, C. D., & Charney, D. (2006). Commenting on writing: Typology and perceived helpfulness of comments from novice peer reviewers and subject matter experts. Written communication, 23(3), 260-294.
Collins, P., Hwang, J. K., Zheng, B., & Warschauer, M. (2013). Writing with Laptops.
Collins, P., Tate, T., Warschauer, M. (2019). Technology as a lever for adolescent writing. Policy Insights from the Behavioral and Brain Sciences, (1)8. DOI: 10.1177/2372732219836440
Conti‐Ramsden, G., Durkin, K., & Walker, A. J. (2012). The messages they send: e‐mail use by adolescents with and without a history of specific language impairment (SLI). International Journal of Language and Communication Disorders, 47(2), 217-228.
Cunningham, K. J., & Link, S. (2021). Video and text feedback on ESL writing: Understanding attitude and negotiating relationships. Journal of Second Language Writing, 52, 100797.
Danielsson, K., & Selander, S. (2021). Multimodal Texts in Disciplinary Education: A Comprehensive Framework. Springer Nature.
Dascalu, M., McNamara, D., Trausan-Matu, S., Allen, L. (2017). Cohesion network analysis of CSCL participation. Behavior Research Methods. 50. 1-16. 10.3758/s13428-017-0888-4.
Deane, P. (2013). On the relation between automated essay scoring and modern views of the writing construct. Assessing Writing, 18(1), 7-24.
Deiniatur, M. (2021). Students perception on the use of Google classroom in essay writing class. INCARE, International Journal of Educational Resources, 1(6), 496-507.
Denisar, E. Writing in a Digital Environment. Leading in the Digital Environment: Being a Change Agent, 51.
De Smet, M. J., Broekkamp, H., Brand‐Gruwel, S., & Kirschner, P. A. (2011). Effects of electronic outlining on students' argumentative writing performance. Journal ofCoomputer Assisted Learning, 27(6), 557-574.
DeVoss, D. N., Eidman-Aadahl, E., & Hicks, T. (2010). Because Digital Writing Matters: Improving Student Writing in Online and Multimedia Environments. John Wiley & Sons.
Dhakulkar, A., & Olivier, J. Exploring microworlds as supporting environments for self-directed multimodal learning.
Dunaway, C., & Lewis, C. (2021). Using a Collaborative Academic Conversation Approach to Improve Language and Literacy. Perspectives of the ASHA Special Interest Groups, 1-11. Chicago
Eimer, H. D. (2021). A Collective Case Study of Middle School Teachers' Experiences Using Chromebooks Instead of Textbooks in the Classroom.
Eisazadeha, N., & Rajendramb, S. (2020). Supporting Young Learners Through a Multimodal Digital Storytelling Activity. Journal of Early Childhood Education Research, 9(1), 76-98.
Erkens, G., Kanselaar, G., Prangsma, M., & Jaspers, J. (2003). Computer Support for Collaborative and Argumentative Writing. Powerful learning environments: Unravelling basic components and dimensions, 159-177.
Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.
Esterl, N., Berger, S., & Nistor, N. (2022). Digital Media in Schools During the Covid-19 Lockdown: Teachers’ Experiences with Choosing Teaching Strategies. In European Conference on Technology Enhanced Learning (pp. 507-513). Springer, Cham.
Etfita, F., & Wahyuni, S. (2021). Collaborative Discussion Using Padlet-based Materials in Writing for ESP Course. AL-ISHLAH: Jurnal Pendidikan, 13(1), 523-529.
Farrugia, R. C., & Busuttil, L. (2021). Connections and disconnections between home and kindergarten: A case study of a 4‐year old child's digital practices and experiences in early childhood. British Journal of Educational Technology.
Fidian, A. (2020). The Effectiveness of Digital Media for Students’ Writing Abilities: A Literature Review. Edukasi: Jurnal Penelitian dan Artikel Pendidikan, 12(2), 137-142.
Fisher, D., Frey, N., Almarode, J., & Henderson-Rosser, A. (2021). The Quick Guide to Simultaneous, Hybrid, and Blended Learning. Corwin Press.
Garcia, A., & Nichols, T. P. (2021). Digital platforms aren’t mere tools—they’re complex environments. Phi Delta Kappan, 102(6), 14-19.
Goldberg, A., Russell, M., & Cook, A. (2003). The effect of computers on student writing: A meta-analysis of studies from 1992 to 2002. The Journal of Technology, Learning and Assessment, 2(1).
González, R. A., Fernández-Lancho, E., & de la Hoz-Ruiz, J. (2021). Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring. Journal of Information Technology Education: Research, 20, 087-116.
Grace, S. S. Effective Asynchronous Learning through Google Classroom on the onset of COVID-19 Pandemic for Tertiary Level Learners.
Graham, S. (2022). Teaching writing in the digital age. Educational psychology section; D. Fisher (Ed.). Routledge encyclopedia of education (Online). Taylor & Francis.
Greene, D. T. (2021). (W) rites of Passage: Black Girls' Journaling and Podcast Script Writing as Counternarratives. Voices from the Middle, 28(4), 38-42.
Gulati, N., & Bhatt, P. (2021). Google Apps for English Language Teaching and Learning: The Classroom and Beyond. The Achievers Journal: Journal of English Language, Literature and Culture, 6(4), 29-44.
Halim, A., & Sunarti, S. (2021). Online instructional strategies for English language learning during Covid-19 pandemic: A case from a creative teachers. JOALL (Journal of Applied Linguistics and Literature), 6(1), 87-96.
Handayani, N. N. D., Suputra, P. E. D., & Juniarta, P. A. K. (2020). Identifying Teaching Writing Strategies Used by English Teachers at SMK N 3 Singaraja During Remote Teaching. The Art of Teaching English as a Foreign Language, 1(1), 27-43.
Handayani, F., & Syarif, H. (2021, December). Online Writing Assessment during the Covid-19 Pandemic: Challenges, Options and Scenarios. In Proceeding of International Conference on Language Pedagogy (ICOLP) (Vol. 1, No. 1, pp. 64-73).
Harti, L. M. S. (2021). Building EFL students' reservoir through multimodal classroom: Teacher's perspective. International Journal of Languages, Literature and Linguistics, 7(2).
Hassanzadeh, M., Saffari, E., & Rezaei, S. (2021). The impact of computer-aided concept mapping on EFL learners’ lexical diversity: A process writing experiment. ReCALL, 1-15.
Hitchcock, T. (2013). Confronting the digital: or how academic history writing lost the plot. Cultural and Social History, 10(1), 9-23.
Hocks, M. E. (2003). Understanding visual rhetoric in digital writing environments. College composition and communication, 629-656.
Huber-Jackson, B. (2021). Teaching in the Digital Age: Creating a Student-Centered Classroom.
Inayati, N. (2020). Exploring Microsoft Word features relevant for english language teaching.
Irwin, B. (2020). Constructing digital ‘Choose Your Own Adventure’gamebooks to enhance creative writing and collaboration skills. CALL for widening participation: short papers from EUROCALL 2020, 120.
Jazeri, M., Hidayat, N., & Arifani, Y. (2020). Does interactive whiteboard affect students’ writing proficiency?. Journal Research Articles, 27(2.2)
Jesson, R., McNaughton, S., Rosedale, N., Zhu, T., & Cockle, V. (2018). A mixed-methods study to identify effective practices in the teaching of writing in a digital learning environment in low income schools. Computers & Education, 119, 14-30.
Jiang, L., Yu, S., & Lee, I. (2022). Developing a genre-based model for assessing digital multimodal composing in second language writing: Integrating theory with practice. Journal of Second Language Writing, 100869.
Joiner, R., Jones, S., & Doherty, J. (2008). Two studies examining argumentation in asynchronous computer mediated communication. International Journal of Research & Method in Education, 31(3), 243-255.
Jones, L., Smith, S., & Durham, C. (2022). Teachers as digital composers: Designing digital jumpstarts to scaffold for emerging bilingual learners. Computers & Education, 104592.
Jong, B. (2021). Using Padlet as a technological tool for assessment of students' writing skills in online classroom settings. International Journal of Education, 9(2), 411-423.
Jose, K. Bringing Digital Literacy into the ESL Classroom: Enhancing Language Learning Tasks Using Web 2.0 Tools.
Joseph, V., & Khan, N. (2020). Digital Literacy Tools to Enhance English Reading and Writing Skills: A Detailed Literature.
Jung, C. D. (2021). Perceptions of collaborative video projects in the language classroom: A qualitative case study. International Journal of Instruction, 14(4), 301-320.
Kavaklı, N., & Hancı-Azizoglu, E. B. (2020). Digital Storytelling: A Futuristic Second-Language-Writing Method. In Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students (pp. 66-83). IGI Global.
KAZAZOĞLU, S., & Bilir, S. (2021). Digital Storytelling in L2 Writing: The Effectiveness of Storybird Web 2.0 Tool. TOJET, 20(2).
Keller Nicol, M. B. (2022). Sharing the Pen: An Exploration of Interactive Writing in Early Childhood Classrooms. The Montana English Journal, 43(1), 7.
Kéri, A. (2021). Online Teaching Methods and Student Satisfaction during a Pandemic. International Journal of Educational and Pedagogical Sciences, 15(4), 369-375.
Kim, Y., Kang, S., Nam, E. Y., & Skalicky, S. (2022). Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task: Comparing guided and unguided planning. System, 102722.
Kitjaroonchai, N., & Suppasetseree, S. (2021). A Case Study of ASEAN EFL Learners’ Collaborative Writing and Small Group Interaction Patterns in Google Docs. English Language Teaching, 14(5).
Koltay, T. (2011). The media and the literacies: Media literacy, information literacy, digital literacy. Media, Culture and Society, 33(2), 211-221.
Korkmazgil, S. (2023). Technology-enhanced genre-based writing. In New Directions in Technology for Writing Instruction (pp. 3-16). Cham: Springer International Publishing.
Krakower, B., & Blumengarten, J. (2020). Connecting Your Students with the Virtual World: Tools and Projects to Make Collaboration Come Alive. Routledge.
Krishnan, J., Black, R., & Olson, C. B. (2020) “The Power of Context: Exploring Teachers’ Formative Assessment for Online Collaborative Writing”. Reading and Writing Quarterly. https://doi.org/10.1080/10573569.2020.1764888.
Krishnan, J., Yim, S. & Wolters, A., & Cusimano, A. (2019). Supporting Online Synchronous Collaborative Writing in the Secondary Classroom. Journal of Adolescent & Adult Literacy. 10.1002/jaal.969.
Kuhn, D., Goh, W., Iordanou, K., & Shaenfield, D. (2008). Arguing on the computer: A microgenetic study of developing argument skills in a computer‐supported environment. Child development, 79(5), 1310-1328.
Laidlaw, L. (2022). Teaching Writing in the Digital Era. In Oxford Research Encyclopedia of Education.
Lapi, M., & Krašna, M. The Distance Learning Implications on High School Students. In 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 582-586). IEEE.
Latifah, C. N. YouTube as Independent Learning Media for EFL Students.
Lawrence, J. F., Niiya, M., & Warschauer, M. (2015). Narrative writing in digital formats: Interpreting the impact of audience. Psychology of Language and Communication, 19(3), 201-221.
Lázaro-Ibarrola, A., & Hidalgo, M. Á. (2022). Collaborative writing among young EFL learners in a school context: product and process. The Language Learning Journal, 1-16.
Lazic, D. (2020). Using technology-assisted peer feedback to improve academic writing. CALL for widening participation: short papers from EUROCALL 2020, 177.
Lee, K. Y., & Hassell, D. G. (2021). Students' Attitudes and Preferences Towards Google Docs as a Collaborative Writing Platform. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 11(2), 1-15.
Lee, S. H., & Aspiranti, K. (2023). Using multimodal educational apps to increase the vocabulary of children with and without reading difficulties. International Journal of Child-Computer Interaction, 100579.
Lestari, H. D. (2021). Remote Teaching Strategies in Writing Skill Development Due to Covid-19 Pandemic. Journal of English Language Teaching and Learning (JETLE), 3(1), 1-6.
Li, J., & Mak, L. (2022). The effects of using an online collaboration tool on college students’ learning of academic writing skills. System, 102712.
Lin, M. Y. D. (2021). The Effects of Mediation Tools on Online Collaborative and Individual Writing. The Asia-Pacific Education Researcher, 1-14.
Linggarni, I. F. (2021). Picture series revealed students’ ability in writing narrative text to the junior High School students. Proceeding of The ICECRS, 9.
Listiani, N. K. M., Suwastini, N. K. A., Dantes, G. R., Adnyani, N. L. P. S., & Jayantin, I. G. A. S. R. (2021, April). YouTube as Digital Learning Resources for Teaching Bilingual Young Learners. In 2nd International Conference on Technology and Educational Science (ICTES 2020) (pp. 156-162). Atlantis Press.
Lira-Gonzales, M. L. (2021). Facebook as a tool for enhancing students’ argumentative writing. TESL Ontario.
Liu, F. (2021). Limitations and Possibilities of Human-Computer Collaborative Writing Mode in the Field of News Communication in the Era of Intelligent Media. Journal of Frontiers of Society, Science and Technology, 1(4), 103-108.
Lowther, D. L., Ross, S. M., & Morrison, G. M. (2003). When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom. Educational Technology Research and Development, 51(3), 23-44.
Ma, W., & Luo, Q. (2021). Pedagogical practice and students’ perceptions of fully online flipped instruction during COVID-19. Oxford Review of Education, 1-21.
MacArthur, C. A. (2009). Reflections on research on writing and technology for struggling writers. Learning Disabilities Research & Practice, 24(2), 93-103.
Martin, N. M., & Lambert, C. (2015). Differentiating digital writing instruction: The intersection of technology, writing instruction, and digital genre knowledge. Journal of Adolescent & Adult Literacy, 59(2), 217-227.
Marzuki, A. G., & Santiana, S. (2020, October). Using padlet as a digital tool for enhancing EFL students' collaborative writing. In Language and Language Teaching Conference 2020.
McKee, H., & Porter, J. E. (2008). The ethics of digital writing research: A rhetorical approach. College Composition and Communication, 711-749.
McNamara, D. S., Crossley, S. A., & Roscoe, R. (2013). Natural language processing in an intelligent writing strategy tutoring system. Behavior Research Methods, 45(2), 499-515.
McNaughton, S., Rosedale, N., Zhu, T., Siryj, J., Oldehaver, J., Teng, S. L., ... & Jesson, R. (2022). Relationships between self-regulation, social skills and writing achievement in digital schools. Reading and Writing, 1-19.
Merchant, G. (2007). Writing the future in the digital age. Literacy, 41(3), 118-128.
Michalovich, A. (2021). “You’re the boss, yo!”: Role-Play in Digital Multimodal Composition of Newcomer Youth. Language and Literacy, 23(1), 25-49.
Miftah, M. Z. (2018). Incorporating WebQuest as an internet-based learning device in EFL writing class. BICESS, 218-225.
Mirra, N., McGrew, S., Kahne, J., Garcia, A., & Tynes, B. (2022). Expanding digital citizenship education to address tough issues. Phi Delta Kappan, 103(5), 31-35.
Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185-199.
Moni, A. (2020). Technology-enhanced Lesson Plans for Multilingual Students. In Technology-enhanced Learning and Linguistic Diversity: Strategies and Approaches to Teaching Students in a 2nd or 3rd Language. Emerald Publishing Limited.
Morphy, P., & Graham, S. (2012). Word processing programs and weaker writers/readers: A meta-analysis of research findings. Reading and Writing, 25(3), 641-678.
Nabhan, S., & Sa'diyah, H. (2021). Collaborative Writing Using Google Docs in an EFL Classroom: Voices from High School Students. VELES Voices of English Language Education Society, 5(2), 156-166.
Ndoricimpa, C., & Barad, D. P. (2021). Does online instruction in discourse conventions of literary analysis affect L2 students’ critical stance in academic writing? A longitudinal study: A longitudinal study. AsiaCALL Online Journal, 12(4), 66-87.
Nirmala, N. (2020, December). Whatsapp team development model to teach writing. In Prosiding Seminar Nasional Universitas Islam Syekh Yusuf, 1(1), 1129-1132.
Ng, W. (2012). Can we teach digital natives digital literacy?. Computers & education, 59(3), 1065-1078.
Ng, D.T.K., Luo, W.Y., Chan, H.M.Y., & Chu, S.K.W. (2022, in-press). An examination on primary students’ development in AI literacy through digital story writing. Computers and Education: Artificial Intelligence.
Norén, N., Melander Bowden, H. M., & Evaldsson, A. C. (2021). Young students’ treatment of synthetic voicing as an interactional resource in digital writing. Classroom Discourse, 1-23.
Ober, T. M. (2020). The use of a digital pedagogical tool to support writing instruction in the social sciences. Teaching of Psychology, 0098628320979900.
Oliveira, D. M., & Terra, A. L. S. (2021). The use of online collaborative writing tools by Ph. D. students.
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Perry, T. B., Williams, K., & Thomas, J. Urban Young Adolescent Black Girls’ Digital Media Practices: Humanizing the Digital Experience. In Black Girls’ Literacies (pp. 181-199). Routledge.
Pires Pereira, Í. S., Parente, M. C. C., & da Silva, M. C. V. (2021). Digital literacy in early childhood education: what can we learn from innovative practitioners?. International Journal of Early Years Education, 1-15.
Pötzsch, H. (2021). Bringing Materiality into Thinking about Digital Literacy: Theories and Practices of Critical Education in a Digital Age. In Critical Digital Literacies: Boundary-Crossing Practices (pp. 52-73). Brill.
Pratiwi, Z. U. (2021). SENIOR HIGH SCHOOL STUDENTS’PERCEPTIONS ON THE ROLE OF GOOGLE TRANSLATE IN ENGLISH LEARNING AID. Language-Edu, 10(9).
Purcell, K., Buchanan, J., & Friedrich, L. (2013). The impact of digital tools on student writing and how writing is taught in schools. Washington, DC: Pew Research Center.
Purdy, J. P. (2021). Circulating Ethical Digital Writing. College English, 83(4), 312-322.
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 1-21.
Rahimi, A., & Hasheminasab, M. (2020). The Effect of Online vs. Offline Flipped Instruction on EFL Learners' Writing Ability. Beyond Words, 8(2), 111-123.
Rajendran, V., & Yunus, M. M. (2021). Interactive Learning via Digital Storytelling in Teaching and Learning. International Journal of Education and Literacy Studies, 9(3), 78-84.
Ramos, E. T. (2020). Common Writing Problems and Writing Attitudes among Freshman University Students in Online Learning Environments: An Exploratory Study. Journal of Translation and Language Studies, 1(1), 49-66.
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Riabova, A., & Pavlova, O. (2021). International On-Line Collaboration in the Context of Contemporary Higher Education. In Proceedings of Topical Issues in International Political Geography (pp. 310-317). Springer, Cham.
Riani, E., Husnawadi, H., & Syarifudin, S. (2021). Effects of Digital Storytelling-Aided Instruction on Students' Narrative Writing and Speaking Skills. EDULANGUE, 4(1), 140-156.
Rice, P. (2021). How inclusive is my digital classroom?. Læring om læring, 6(1).
Riel, J., Lawless, K. A., & Oren, J. B. Comparisons of Synchronous and Asynchronous Discussions in an Online Roleplaying Simulation to Teach Middle School Written Argumentation Skills.
Rosales Jiménez, A. (2020). Implementing Memes as a Tool to Boost Writing Skills with the 7 Graders at Villarreal High School.
Roscoe, R. D., Allen, L. K., Weston, J. L., Crossley, S. A., & McNamara, D. S. (2014). The Writing Pal intelligent tutoring system: Usability testing and development. Computers and Composition, 34, 39-59.
Rowland, A., Smith, S. J., Lowrey, K. A., & Abdulrahim, N. A. (2020). Underutilized Technology Solutions for Student Writing. Intervention in School and Clinic, 1053451220914893
Saeedakhtar, A., Haqju, R., & Rouhi, A. (2021). The impact of collaborative listening to podcasts on high school learners’ listening comprehension and vocabulary learning. System, 102588.
Saltmarsh, J. (2021). 1: 1 Chromebooks in high school classrooms: Teacher perceptions of integration efforts.
Salwa, A., & Tyas, N. K. (2020). Teaching integrated-skills instruction to improve students' literacy awareness by using videos and engaging technology. International Virtual Conference on Language and Literature Proceeding, 1.
Samosa, R. C., Rayo, R. J. M., Flaviano, R. M., & Bonifacio, M. J. L. Embedded Video-Based Scaffolding Learning Approach As An Innovation To Improve Learner’s Writing Skills In English 7.
Sarani, A., Navidinia, H., & Muhammad Jalil, Z. (2021). Effect of Online Flipped Classroom on Students' Writing Development at Senior High School. Journal of English Language Teaching and Learning, (Articles in Press).
Sawant, S. Online Collaborative Learning Tools and Types: Their Key Role in Managing Classrooms Without Walls. In Human-Computer Interaction and Technology Integration in Modern Society (pp. 12-41). IGI Global.
Şentürk, B. (2020). Writing in the Digital Age: Teaching Writing to Digital Natives. In Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students (pp. 102-117). IGI Global.
Seufert, S., Burkhard, M., & Handschuh, S. (2021, November). Fostering Students' Academic Writing Skills: Feedback Model for an AI-enabled Support Environment. In Innovate Learning Summit (pp. 49-58). Association for the Advancement of Computing in Education (AACE).
Schumaker, J. B. (2020). The effects of computerized sentence and paragraph strategy instruction for struggling adolescent writers. Journal of Special Education Technology, 0162643420976167.
Shen, X., Shen, X., & Peng, J. E. (2023). Digital storytelling: A literacy-building tool to promote willingness to communicate in a second language. RELC Journal, 00336882231157461.
Shinas, V. H., & Wen, H. (2022). Preparing Teacher Candidates to Implement Digital Storytelling. Computers and Education Open, 100079.
Si, Q., Hodges, T. S., & Coleman, J. M. (2021). Multimodal literacies classroom instruction for K-12 students: a review of research. Literacy Research and Instruction, 1-22.
Smith, C. M. (2021). Technology instruction in the classroom: Effects on struggling writers' success. Master's Theses & Capstone Projects of Northwestern College, Iowa. https://nwcommons.nwciowa.edu/education_masters
Spilling, E. F., Rønneberg, V., Rogne, W. M., Roeser, J., & Torrance, M. (2021). Handwriting versus keyboarding: Does writing modality affect quality of narratives written by beginning writers?. Reading and Writing, 1-25.
Spilling, E. F., Rønneberg, V., Rogne, W. M., Roeser, J., & Torrance, M. (2023). Writing by hand or digitally in first grade: Effects on rate of learning to compose text. Computers & Education, 104755.
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- Providing easy-to-use technology and technical support to teachers facilitates their integrating digital tools to support curricular goals.
- Professional development for teachers should focus on how to leverage digital tools to deliver evidence-based writing instruction.
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