The Role of Computer-Assisted Language Learning (CALL) in Enhancing the Writing Comprehension Skills of ESL Learners

Abstract

This study investigates the role of Computer-Assisted Language Learning (CALL) in enhancing the writing comprehension skills of ESL learners at the tertiary level. Grounded in interactionist and learner-centered theories of second language acquisition, the research examines how CALL tools—such as automated writing evaluation systems, interactive platforms, grammar checkers, and collaborative digital spaces—support learners in developing coherence, cohesion, vocabulary, and grammatical accuracy in writing. A quasi-experimental mixed-methods design was employed with 60 university-level ESL learners. Data were collected through  questionnaire. The findings reveal a statistically significant improvement in the writing comprehension skills of learners exposed to CALL, with significance values below 0.05. Survey results further indicate strong positive perceptions toward CALL, as 70–90% of participants agreed that CALL enhanced motivation, confidence, vocabulary development, organization of ideas, and immediate error correction. The study concludes that CALL provides an interactive, feedback-rich, and learner-autonomous environment that effectively enhances writing comprehension. It recommends integrating well-designed CALL tools into ESL curricula to promote meaningful writing development and improved learning outcomes.