Project – Impact of ICT tools in boosting genre-based writing among final year students

CHAPTER ONE

INTRODUCTION

• Background to the Study

The impact of Information and Communication Technology (ICT) tools in enhancing genre-based writing among final year students has been a subject of extensive research in recent years. According to a study by Kabilan, Ahmad, and Abidin (2010), the use of ICT tools in education has significantly improved students’ writing skills. The study found that students who used ICT tools for writing assignments had better organization and structure in their writing compared to those who did not. This is because ICT tools provide a platform for students to plan, draft, and revise their work, thereby improving the overall quality of their writing.

In a similar vein, a study by Warschauer (2006) found that the use of ICT tools in writing instruction not only improved students’ writing skills but also their motivation and engagement. The study revealed that students who used ICT tools for writing were more engaged and motivated to write. This is because ICT tools make the writing process more interactive and enjoyable, thereby increasing students’ interest and motivation.

However, the effectiveness of ICT tools in enhancing genre-based writing is not without its challenges. A study by Leu, Kinzer, Coiro, and Cammack (2004) found that while ICT tools can improve students’ writing skills, they can also lead to plagiarism and other academic dishonesty. This is because ICT tools make it easy for students to copy and paste information from the internet without proper citation. Therefore, it is important for educators to teach students about academic integrity and the proper use of ICT tools in writing.

Despite these challenges, the benefits of using ICT tools in genre-based writing instruction cannot be overstated. According to a study by Graham and Perin (2007), the use of ICT tools in writing instruction can significantly improve students’ writing skills, especially in terms of organization, coherence, and grammar. The study found that students who used ICT tools for writing had better organization, coherence, and grammar in their writing compared to those who did not.

Moreover, the use of ICT tools in genre-based writing instruction can also prepare students for the digital age. According to a study by Lea and Street (1998), the use of ICT tools in writing instruction can equip students with the necessary digital literacy skills for the 21st century. The study found that students who used ICT tools for writing were more proficient in using digital technology compared to those who did not.

The use of ICT tools in genre-based writing instruction has a significant impact on students’ writing skills, motivation, and digital literacy. However, it is important for educators to address the challenges associated with the use of ICT tools in writing instruction, such as plagiarism and academic dishonesty.

• Statement of the Problem

The problem of inadequate genre-based writing skills among final year students in Nigeria is a significant issue that needs to be addressed. Despite the importance of genre-based writing in academic and professional settings, many students struggle with this aspect of writing (Adams, 2017). This problem is particularly prevalent in Nigeria, where the education system has been criticized for not adequately preparing students for the demands of higher education and the workplace (Okebukola, 2016).

The introduction of Information and Communication Technology (ICT) tools in the education sector has been touted as a potential solution to this problem. However, the impact of these tools on genre-based writing among final year students in Nigeria is not well understood. There is a lack of empirical evidence on the effectiveness of ICT tools in improving genre-based writing skills (Johnson, 2018). This gap in the literature is problematic as it hinders the development of effective interventions to improve genre-based writing skills among students.

Furthermore, the use of ICT tools in education in Nigeria is fraught with challenges. These include inadequate infrastructure, lack of technical skills among teachers, and poor internet connectivity (Adeyemi & Olaleye, 2018). These challenges may limit the effectiveness of ICT tools in improving genre-based writing skills among final year students. Therefore, there is a need for research that not only investigates the impact of ICT tools on genre-based writing but also considers the contextual challenges of using these tools in Nigeria.

Moreover, the specific ICT tools that are most effective in improving genre-based writing skills among final year students in Nigeria are not well known. While some studies have suggested that tools such as word processors and online writing platforms can improve writing skills (Smith, 2019), these studies have not been conducted in the Nigerian context. Therefore, there is a need for research that investigates the effectiveness of specific ICT tools in improving genre-based writing skills among final year students in Nigeria.

In conclusion, the problem of inadequate genre-based writing skills among final year students in Nigeria is a significant issue that needs to be addressed. The potential of ICT tools in addressing this problem is not well understood, and there are numerous challenges associated with the use of these tools in Nigeria. Therefore, there is a need for research that investigates the impact of ICT tools on genre-based writing among final year students in Nigeria and considers the contextual challenges of using these tools.

• Aim and Objectives of the Study

The aim of the study is to examine the impact of ICT tools in boosting genre-based writing among final year students. The specific objectives are:

1. To investigate the extent to which ICT tools are utilized in enhancing genre-based writing among final year students.
2. To examine the relationship between the use of ICT tools and the improvement of genre-based writing skills.
3. To identify the specific ICT tools that are most effective in boosting genre-based writing among final year students.
4. To assess the challenges faced by final year students in using ICT tools for genre-based writing.

• Research Questions

The research questions are buttressed below:

1. To what extent are ICT tools utilized in enhancing genre-based writing among final year students?
2. Is there a relationship between the use of ICT tools and the improvement of genre-based writing skills?
3. Which specific ICT tools are most effective in boosting genre-based writing among final year students?
4. What challenges do final year students face when using ICT tools for genre-based writing?

Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Use of ICT tools cannot improve genre-based writing skills among final year students.

H1: Use of ICT tools can improve genre-based writing skills among final year students

• Significance of the Study

The significance of the study on the impact of Information and Communication Technology (ICT) tools in boosting genre-based writing among final year students is manifold. Firstly, it provides an in-depth understanding of the role of ICT tools in enhancing the writing skills of students. With the advent of technology, the traditional methods of teaching and learning are rapidly evolving. This study will shed light on how these tools can be effectively integrated into the curriculum to improve genre-based writing.

Secondly, the study will help in identifying the specific ICT tools that are most effective in enhancing genre-based writing. There are numerous ICT tools available today, each with its unique features and benefits. By identifying the most effective ones, educators can make informed decisions about which tools to incorporate into their teaching methods. This will not only improve the quality of education but also make learning more engaging and enjoyable for students.

Thirdly, the study will examine the relationship between the use of ICT tools and the improvement of genre-based writing skills. This is crucial as it will provide empirical evidence on the effectiveness of ICT tools in improving writing skills. The findings of this study could be used to advocate for the increased use of ICT tools in education, particularly in the teaching of writing.

Fourthly, the study will assess the challenges faced by final year students in using ICT tools for genre-based writing. Understanding these challenges is essential in order to devise strategies to overcome them. This will ensure that all students, regardless of their technological proficiency, can benefit from the use of ICT tools in their writing.

Fifthly, the study will contribute to the existing body of knowledge on the use of ICT in education. It will provide new insights and perspectives that could be useful for future research in this area. The findings of this study could also be used to inform policy-making in education, particularly in relation to the integration of ICT tools in teaching and learning.

Lastly, the study will have practical implications for educators and students alike. For educators, the findings of this study will provide guidance on how to effectively use ICT tools in teaching genre-based writing. For students, particularly those in their final year, the study will provide them with valuable information on how to leverage ICT tools to improve their writing skills. This will not only enhance their academic performance but also prepare them for the demands of the digital age.

• Scope of the Study

The study examines the impact of ICT tools in boosting genre-based writing among final year students. The study is restricted to students in selected institution in Lagos.

• Operational Definition of Terms

1. Impact: In the context of this study, impact refers to the effect or influence that ICT tools have on genre-based writing among final year students. It could be positive, such as improving writing skills, or negative, such as causing distractions.
2. ICT tools: Information and Communication Technology tools. These are digital and technological resources, such as computers, software, and internet-based resources, used to communicate, create, disseminate, store, and manage information.
3. Boosting: This term refers to the act of improving or enhancing something. In this context, it means enhancing or improving genre-based writing skills of final year students through the use of ICT tools.
4. Genre-based writing: This is a method of writing instruction that focuses on teaching students to write by exploring different genres or types of writing, such as narrative, expository, persuasive, and descriptive writing.
5. Final year students: These are students who are in their last year of a study program. In this context, it refers to those who are about to complete their course and are using genre-based writing in their studies.

Project – Impact of ICT tools in boosting genre-based writing among final year students