A Study of Students’ Perceptions and Experiences of Digital Writing Aids in EFL Education

Abstract: The aim of this study is to investigate students’ perceptions and experiences of digital writing aids in order to explore how students perceive that their EFL language proficiency is impacted by digital writing aids. Semi-structured interviews have been conducted concerning the participants’ perceptions and experiences of digital writing aids and how they perceive that their learning is impacted. Six upper secondary students have been interviewed online. The data is analysed through a sociocultural perspective. The results show that the most common writing aids are grammar-, and spelling-checkers and the synonym function. The students also have different perceptions of writing aids. Most of the students find writing aids to be helpful and supportive, however, some students believe that writing aids are too helpful. In conclusion, the results and analysis imply that writing aids affect the development of English proficiency in terms of variety since writing aids help students notice when their writing is too monotonous. It is also concluded that vocabulary is impacted by writing aids, however, it is concluded that the impact on vocabulary is both positive and negative.