{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,28]],"date-time":"2025-12-28T13:47:58Z","timestamp":1766929678281,"version":"3.41.2"},"reference-count":86,"publisher":"Emerald","issue":"1","license":[{"start":{"date-parts":[[2024,6,19]],"date-time":"2024-06-19T00:00:00Z","timestamp":1718755200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["ITSE"],"published-print":{"date-parts":[[2025,1,21]]},"abstract":"\nPurpose<\/jats:title>\nThis study aims to explore computer-assisted language learning (CALL) activities to improve the English essay writing of Pakistani university students. It highlights the role of CALL in the language proficiency model cognitive academic language proficiency (CALP), which can enable second language learners to engage in more critical thinking skills effectively. Furthermore, it aims to explore English language teachers\u2019 experience about the use of CALL-based activities in English language classrooms or labs.<\/jats:p>\n<\/jats:sec>\n\nDesign\/methodology\/approach<\/jats:title>\nThis study followed a pre-post study design to examine whether the structure of an essay and computer-based activities helped to improve English language proficiency among non-native speakers. This design is adopted to investigate the effects of CALL activities on students\u2019 English essays. This study used data from 198 students and after this, four English teachers were interviewed to know their opinions and observations about these CALL-based activities and students\u2019 essay writings. Pre- and post-test data was analysed in percentages and further examined through a t<\/jats:italic>-test. The findings of teachers\u2019 interviews were further analysed through Nvivo software to develop an understanding of research questions through significant themes.<\/jats:p>\n<\/jats:sec>\n\nFindings<\/jats:title>\nThe pre-test results confirmed that students\u2019 language proficiency is underdeveloped and informal. Students needed help constructing introductory paragraphs with the reader\u2019s hook, background information, three-point thesis statement and transitional hook. Whereas, post-test results showed that students\u2019 English language proficiency in essay writing was found improved with the use of technological tools and CALL-based activities. Furthermore, it was observed that structure and teacher feedback in essay writing are vital for English proficiency.<\/jats:p>\n<\/jats:sec>\n\nOriginality\/value<\/jats:title>\nThis study benefits English language teachers, administrators, language policymakers and syllabus designers at colleges and universities. The debate over how to improve English language proficiency and academic achievement presents diverse challenges across several countries. Non-native speakers, at an undergraduate level, can significantly improve academically and become proficient in English essay writing with the help of structural guidelines and the use of educational technology. This article demonstrates a two-way process to improve an objective definition of English language development, which is conceivable if the technology is adopted.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/itse-12-2023-0246","type":"journal-article","created":{"date-parts":[[2024,6,17]],"date-time":"2024-06-17T05:10:58Z","timestamp":1718601058000},"page":"103-133","source":"Crossref","is-referenced-by-count":1,"title":["Nexus of essay writing and computer-assisted language learning (CALL) in English language classroom"],"prefix":"10.1108","volume":"22","author":[{"given":"Umbreen","family":"Tariq","sequence":"first","affiliation":[]}],"member":"140","published-online":{"date-parts":[[2024,6,19]]},"reference":[{"issue":"2","key":"key2025011704575824500_ref001","doi-asserted-by":"crossref","first-page":"143","DOI":"10.1177\/104365969901000208","article-title":"The Cummins model: a framework for teaching nursing students for whom English is a second language","volume":"10","year":"1999","journal-title":"Journal of Transcultural Nursing"},{"issue":"5","key":"key2025011704575824500_ref002","doi-asserted-by":"publisher","DOI":"10.24093\/awej\/call5.2","article-title":"An assessment of the effectiveness of CALL in teaching English language writing skills in Saudi Arabia","year":"2019","journal-title":"Arab World English Journal"},{"issue":"1","key":"key2025011704575824500_ref003","first-page":"323","article-title":"Computer-assisted language learning (CALL): using paragraph punch software in developing EFL paragraph writing skills","volume":"18","year":"2022","journal-title":"Journal of Language and Linguistic Studies"},{"key":"key2025011704575824500_ref0480","doi-asserted-by":"publisher","first-page":"379","DOI":"10.1016\/j.sbspro.2015.06.054","article-title":"The influence of English second language learning on Pakistani university students\u2019 identity","volume":"192","year":"2015","journal-title":"Procedia \u2013 Social and Behavioral Sciences"},{"issue":"3","key":"key2025011704575824500_ref004","doi-asserted-by":"crossref","first-page":"769","DOI":"10.1111\/j.1467-9922.2011.00652.x","article-title":"English language learners and academic achievement: revisiting the threshold hypothesis","volume":"62","year":"2012","journal-title":"Language Learning"},{"article-title":"EFL students' difficulties and needs in essay writing","volume-title":"International Conference on Teacher Training and Education 2017 (ICTTE 2017)","year":"2017","key":"key2025011704575824500_ref005"},{"issue":"5","key":"key2025011704575824500_ref0350","doi-asserted-by":"crossref","first-page":"181","DOI":"10.36348\/sijll.2022.v05i05.005","article-title":"University computer assisted language learning (CALL) facilities affecting teaching English language","volume":"5","year":"2022","journal-title":"Scholars International Journal of Linguistics and Literature"},{"key":"key2025011704575824500_ref006","doi-asserted-by":"crossref","first-page":"311","DOI":"10.1007\/978-981-16-7826-4_19","article-title":"EFL teaching and CALL in higher education in Pakistan","volume-title":"English Language Teaching in Pakistan","year":"2022"},{"issue":"1\/2","key":"key2025011704575824500_ref007","first-page":"195","article-title":"investigating the use of computer-assisted language instruction: the case of Pakistani Efl teachers","volume":"43","year":"2020","journal-title":"Hamdard Islamicus"},{"issue":"1","key":"key2025011704575824500_ref008","first-page":"1","article-title":"Computer-assisted language proficiency assessment tools and strategies","volume":"36","year":"2020","journal-title":"Open Learning: The Journal of Open, Distance and e-Learning"},{"key":"key2025011704575824500_ref04800","first-page":"2081","article-title":"The effects of instructor immediacy and student cohesiveness on affective and cognitive learning in the online classroom education","volume":"62","year":"2001"},{"issue":"2","key":"key2025011704575824500_ref009","article-title":"Impact of using indigenous computer-assisted language learning materials on English language teaching in Pakistan","volume":"13","year":"2019","journal-title":"Journal of Research and Reflections in Education (JRRE)"},{"key":"key2025011704575824500_ref0212","first-page":"117","article-title":"Intercultural Internet-based learning: know your audience and what it values","year":"2005","journal-title":"Educational Technology Research and Development"},{"issue":"2","key":"key2025011704575824500_ref010","doi-asserted-by":"crossref","first-page":"77","DOI":"10.1191\/1478088706qp063oa","article-title":"Using thematic analysis in psychology","volume":"3","year":"2006","journal-title":"Qualitative Research in Psychology"},{"issue":"2","key":"key2025011704575824500_ref011","article-title":"Content-based ESL curriculum and academic language proficiency","volume":"10","year":"2004","journal-title":"The Internet TESL Journal"},{"key":"key2025011704575824500_ref012","unstructured":"Chandy, M. 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