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Deductive qualitative content analysis of 20 reflective journals and interviews with 6 participants identified seven themes: four benefits and three challenges, indicating meaningful effects while requiring careful instructional planning due to technical limitations.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/exploring-the-effects-of-digital-writing-software-on-pre-service-teachers-esl-academic-writing/592070/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/exploring-the-effects-of-digital-writing-software-on-pre-service-teachers-esl-academic-writing/592070.png","ImageObject",300,407,{"name":42,"@type":43},"Mabel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the focus of the study regarding pre-service teachers’ ESL academic writing?","Question",{"text":63,"@type":64},"The study explores the effects of digital writing software on pre-service teachers’ development in ESL academic writing, particularly when combined with a process approach to writing.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted?",{"text":68,"@type":64},"Twenty pre-service teachers produced digital academic writing projects using e-book publication via digital writing software. Data came from reflective journal entries (n=20) and semi-structured interviews (n=6) analyzed qualitatively using a deductive approach.",{"name":70,"@type":61,"acceptedAnswer":71},"What positive effects and challenges were identified?",{"text":72,"@type":64},"Positive themes included better-managed process writing, increased writing motivation, ease of process writing, and more recursion of the process. 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Despite growing interest in digital technologies, little is known about how digital writing tools can support PSTs’ academic writing development. Addressing this gap, this study explores the effects of digital writing software on pre-service teachers’ ESL academic writing. Grounded in Vygotsky’s social constructivism theory, 20 PSTs in their second semester of a one-year foundation program for the Bachelor of Teaching (TESL) at one Institute of Teacher Education (ITE) in Malaysia engaged in White and Arndt’s (1991) process approach to writing, integrated with Elola and Oskoz’s (2017) digital literacies framework. Participants produced academic writing projects (i.e., digital writings) through e-book publication, combining textual and visual elements via digital writing software. Using a deductive approach and qualitative content analysis of reflective journal entries (n = 20) and semi-structured interviews (n = 6), the study identified seven major themes. Four positive themes emerged are better-managed process writing, increased writing motivation, ease of process writing, and increased recursion of process writing while three challenges were noted: insufficient tool features, technical issues, and time constraints. Findings indicate that digital writing software can meaningfully affect the preservice teachers’ ESL academic writing, although technical limitations require careful instructional planning. These results contribute to the evolving discourse on digital writing pedagogies and suggest avenues for future research on sustainable technology integration in ESL teacher education.  \nKeywords: digital writing software, ESL academic writing, pre-service teachers, process approach to writing, EFL  \nINTRODUCTION  \nSuccess in teaching and learning of English language, particularly of English as a second language (ESL) academic writing relies on the teachers and pre-service teachers’ (PSTs’) ability to assume control of their proficiency development. They need to continuously identify the flaws in their classroom instruction, keep updated with the viable teaching practices, and stay motivated to apply any changes to their teaching practices whenever necessary (English Language Standards and Quality Council [ELSQC], 2015) . In line with this vision, it is essential for PSTs to be prepared with the necessary skills to teach English language, including ESL writing, to their diverse learners (Lu, 2002; Moody, 2020) . Equipping PSTs with both writing knowledge and writing pedagogies during their teacher training is considered crucial for enabling them to provide effective ESL writing instruction to their future students (Kee et al., 2023) .  \nThe incorporation of technology into the process writing requires greater rigor, as evidenced by the rapidly increasing use of technology in classrooms. Through the use of a range of digital technologies, it will inspire students to produce and publish written works in digital form. Teacher education programs such as Teaching English as a Second Language (TESL) programs have embedded courses  \nCitation: Li Li, K. (2025) . Exploring the effects of digital writing software on pre-service teachers’ ESL academic  \nwriting. Anatolian Journal of Education, 10(2), 171-184. [https://doi.org/10.29333/aje.2025.10213a](https://doi.org/10.29333/aje.2025.10213a)  \nto garner the PSTs’ digital literacies, especially in English language teaching (Aziz, 2008; Costa, 2023) . In this regard, Shiratuddin et al. (2004) as well as Kee and Razali (2022) observed the advantages of producing digital writings ","cbCaitqBSJpKCkev","https://ap.wps.com/l/cbCaitqBSJpKCkev","pdf",562663,14,"English","# Introduction\n## Problem Statement","[{\"question\":\"What is the focus of the study regarding pre-service teachers’ ESL academic writing?\",\"answer\":\"The study explores the effects of digital writing software on pre-service teachers’ development in ESL academic writing, particularly when combined with a process approach to writing.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"Twenty pre-service teachers produced digital academic writing projects using e-book publication via digital writing software. Data came from reflective journal entries (n=20) and semi-structured interviews (n=6) analyzed qualitatively using a deductive approach.\"},{\"question\":\"What positive effects and challenges were identified?\",\"answer\":\"Positive themes included better-managed process writing, increased writing motivation, ease of process writing, and more recursion of the process. Challenges involved insufficient tool features, technical issues, and time constraints.\"}]","Exploring the Effects of Digital Writing Software on Pre-Service Teachers’ ESL Academic Writing | PDF",1792073796,35]