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Arab World English Journal (AWEJ) Volume 16. Number 3, September 2025 Pp. 3-25
General Requirements Unit, Preparatory Studies Center, University of Technology and Applied Sciences, Salalah, Sultanate of Oman
General Requirements Unit, Preparatory Studies Center, University of Technology and Applied Sciences, Salalah, Sultanate of Oman
This study investigates how technology facilitates the development of higher-order writing capacities, specifically critical thinking and creativity, to benefit diverse groups of learners, including English as a Foreign Language (EFL) students and those with dyslexia. Limited research on the effect of technology on writing skills, creativity, and critical thinking, which fails to focus on the different needs of learners and fails to acknowledge the individual needs of different learner groups. This study, which identifies a shortage of literature that predominantly addresses lower-level writing mechanics, poses the primary research question: to what extent do digital tools support higher-order writing skills? By utilizing a systematic review study design and thematic analysis approach, the study selected and analyzed 40 peer-reviewed articles. The researchers gathered the data by systematically reviewing various academic databases. This helped the authors identify the latest developments in digital writing tools, collaborative writing environments, and AI-based feedback systems. The five grand themes surfaced after an iterative coding scheme: computer-based writing tools, interactive writing environments, collaborative writing environments, automatic feedback systems, and virtual writing communities. The study’s results show that computational tools not only significantly augment elementary mechanics but also lead to a substantial rise in creativity and critical thinking when applied in interactive and collaborative environments. However, the effectiveness of these tools depends on digital literacy and ethical considerations related to AI applications. This study finds that technology has immense possibilities for re-inventing writing pedagogy if combined with conventional pedagogical approaches to improve fundamental and advanced writing skills.
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Dr. Nagamurali Eragamreddy is a seasoned educator with 27 years of teaching experience, currently a senior lecturer at the University of Technology and Applied Sciences, Salalah, Sultanate of Oman. He holds a PhD in Linguistics and has extensive expertise in English Language Teaching (ELT), Linguistics. His research focuses on pragmatic markers, language skills development through technology, and the impact of semantics on communication. With over two decades of teaching experience, Dr. Eragamreddy has authored numerous publications in reputed journals, covering topics like Computer-Assisted Language Learning (CALL) and digital integration in language education. He actively contributes to international journals and continues influencing academic discourse through his scholarly work. ORCID: https://orcid.org/0000-0003-1026-183X
Dr. Rachel Joseph holds a PhD in English Literature and has 25 years of teaching experience. Dr. Rachel is currently teaching at the University of Technology and Applied Sciences, Salalah, Sultanate of Oman. Email: rchl.jsph@gmail.com
ORCID: https://orcid.org/0009-0006-5309-4321