The Impact of Digital Tools on Third Grade Students’ Writing Motivation and Revision Skills

Abstract

The purpose of this action research study was to determine the impact that digital tools have on students’ writing motivation and revision skills. Writing instruction plays a crucial role in developing students’ communication and critical thinking skills, yet traditional approaches often fail to fully engage learners. Many students I have worked with in recent years lack motivation to write. After analyzing theories and research, it became evident that classrooms are increasingly integrating digital literacy as part of 21st-Century learning. To explore this shift, fifteen third grade students were selected to participate in this study. These students received writing instruction incorporating digital tools, with the goal of examining how such tools might enhance their motivation to write and improve their revision skills. Over a six day study, data was collected through field journal notes, student work samples, checklists, rubrics, and a student completed self-reflection. The data collected shows that digital tools can be used to improve third grade students' motivation to write and ability to make revisions to their writing. Suggestions for future research and recommendations for teachers are included.