Learning what works in improving writing: A Meta-Analysis of Technology—Oriented Studies Across Saudi Universities

The ability to write well in English has become a sought-after skill in Saudi Arabia over the last four decades as the status of English has become increasingly important for business and education (Alrashidi & Phan, 2015). However, writing proficiency continues to lag behind learners’ proficiency in other skills and in doing so, its teaching and assessment are subject to continuous debate (Grami, 2010). Considering this, there has been a recent shift in research to examine how technology can play a role in improving learners’ writing proficiency. This chapter therefore carries out a meta-analysis to examine how technology has acted as an intervention that can improve writing for university learners. The meta-analysis considers this use in line with measures of study quality and frames its discussion of effectiveness around these measures. The chapter concludes by recommending how future research studies in this area should be conducted and reported.