Teachers Feedback on the Use of Digital Writing Platforms in ESL Instruction

The use of digital writing tools in English as a Second Language (ESL) teaching has grown significantly with the development of Mobile-Assisted Language Learning (MALL). Though lots of studies have concentrated on student results and perspectives, not enough attention has been directed to teacher experiences and input regarding the practical application of these tools in actual learning environments. This study examines ESL teacher opinions on the effectiveness, obstacles, and teaching application of WordPress and Hemingway Editor in writing teaching. The research utilized a descriptive qualitative survey approach to gather feedback from 43 English as a Second Language teachers at two institutions that implemented digital platforms into their writing instruction over a six-week period. Data were collected through a structured Google Forms questionnaire that examined tool usability, learning efficacy, observed student engagement, and implementation challenges through Likert-scale items and open-ended questions. Research indicated that teachers saw WordPress as significantly helping in encouraging collaborative writing environments and increasing student involvement through exposure to a genuine audience, but the Hemingway Editor was appreciated for delivering immediate, practical feedback on grammatical and accessibility challenges. Teachers expressed considerable worries regarding the significant amount of time commitment required, the necessity for extensive professional training, the potential for student over-dependence on automated feedback, and the ethical implications associated with the use of digital tools. This study, informed by teacher feedback, offers essential insights into the practical challenges of applying digital writing tools in ESL classrooms, highlighting the requirement for structured institutional support, a balanced teaching strategy that merges automated and human feedback, and the significance of teacher directed implementation. The findings enhance understanding of the responsible and effective incorporation of digital feedback tools in ESL writing instruction in higher education settings.