The Effects of Computer Assisted Mediating Prompts on EFL Learners Writing Ability

Due to the importance of the integration of technology into language learning environments, this study aims to examine the process of EFL learners writing development when using a digital storytelling (DS) tool called Storyjumper. In order to collect data, a case of 15 intermediate-level students participated in the study. Having been taught how to use the Storyjumper, the participants’ writing development was frequently assessed through a series of repeated writing tests before and after the treatment during one term of study, and the significance of change was examined by Repeated measure ANOVA (rANOVA). The qualitative independent variable (stories produced via Storyjumper) was the within-subjects factor, and the dependent quantitative variable on which each participant was measured (repeated writing tests) was the dependent variable. In addition, to gain an in depth picture of the process of writing development, learners experiences obtained through both semi-structured interviews and self- reported reflective journals were also recorded and analyzed. The findings of both quantitative and qualitative data analyses show that there was a significant difference between EFL learners writing development before and after receiving the treatment. Moreover, majority of the learners admitted that their experiences in using Storyjumper were positive. As a result, this study is contributory in its own rights as it underscores the potential values of Storyjumper as a pedagogical tool for the EFL learners writing development.