期刊名称：English Franca: Academic Journal of English Language and Education
印刷版ISSN：2580-3670
电子版ISSN：2580-3689
出版年度：2021
卷号：5
期号：1
页码：149-168
DOI：10.29240/ef.v5i1.2059
出版社：Institut Agama Islam Negeri (IAIN) Curup
摘要：The use of technology has been growing rapidly in recent years. The technology applies to support the success of language learning, for example, providing web-based learning, mobile-based learning, educational videos, stimulation, online learning platforms, and many more. Learning attitude also determines to achieve the language learning goals. Then, the complexity of English writing causes the students’ denial to take English writing classes. This study aimed at finding out whether there was a significant correlation among ICT writing. Seventy-one students of the English Education Study Program got involved in this correlational study. The data were gained from primary and secondary sources; those are a 15-item ICT use questionnaire, a 20-item learning attitude questionnaire, and documentation of students’ writing. The findings reported that there was a significant correlation among the three variables statistically since the significant value was 0.006 (< 0.05). The value of adjusted r 2 was 0.114 which means ICT use and learning attitude contributed 11.4 % to the students’ English academic paragraph writing.
其他摘要：The use of technology has been growing rapidly in recent years. The technology applies to support the success of language learning, for example, providing web-based learning, mobile-based learning, educational videos, stimulation, online learning platforms, and many more. Learning attitude also determines to achieve the language learning goals. Then, the complexity of English writing causes the students’ denial to take English writing classes. This study aimed at finding out whether there was a significant correlation among ICT writing. Seventy-one students of the English Education Study Program got involved in this correlational study. The data were gained from primary and secondary sources; those are a 15-item ICT use questionnaire, a 20-item learning attitude questionnaire, and documentation of students’ writing. The findings reported that there was a significant correlation among the three variables statistically since the significant value was 0.006 (< 0.05). The value of adjusted r 2 was 0.114 which means ICT use and learning attitude contributed 11.4 % to the students’ English academic paragraph writing.
