INTEGRATING TECHNOLOGY IN UNIVERSITY-LEVEL ESL WRITING INSTRUCTION IN PAKISTAN: PERSPECTIVES, PRACTICES, AND IMPACT

Abstract

This study examines the integration of technology in university-level ESL writing instruction in Pakistan, focusing on instructors’ perspectives, practices, and impacts on student engagement and learning. Using a qualitative-dominant mixed methods approach—surveys, interviews, observations, and document analysis—the findings reveal widespread technology use and generally positive instructor attitudes. However, concerns about over-reliance and technical challenges highlight the need for balanced implementation. Framed by technological determinism and attitude theory, the study recommends enhanced teacher training, institutional support, and continuous evaluation to optimize technology’s educational benefits. This research offers valuable insights for ESL writing programs and future studies on technology in education.