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Empowerment of English Academic Writing with Technology
1
Guangzhou College of Technology and Business
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JASES 2024 6(5):223; https://doi.org/10.69610/j.ases.20241201
Received: / Accepted: 1 December 2024 / Published Online: 3 December 2024
Abstract
Academic writing is an essential skill in higher education, yet English academic paper composition faces challenges such as expression difficulties, incomplete content, citation standardisation issues, and format non-compliance. Teachers often struggle to provide comprehensive feedback within traditional classroom settings. Leveraging digital technology presents a promising solution. It broadens academic horizons, helps select research topics, and aids in refining language proficiency. Additionally, digital tools facilitate typesetting and formatting adjustments, easing the burden of intricate details. Furthermore, it enriches academic writing by introducing visual presentation.
Keywords:
English academic writing;
Artificial technology;
Research topic selection;
Language expression;
Academic writing standardisation;
Copyright: © 2024 by Zhu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (Creative Commons Attribution 4.0 International License). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
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ACS Style
Zhu, A. Empowerment of English Academic Writing with Technology. Journal of Arts, Society, and Education Studies, 2024, 6, 223. doi:10.69610/j.ases.20241201
AMA Style
Zhu A. Empowerment of English Academic Writing with Technology. Journal of Arts, Society, and Education Studies; 2024, 6(5):223. doi:10.69610/j.ases.20241201
Chicago/Turabian Style
Zhu, Aihua 2024. "Empowerment of English Academic Writing with Technology" Journal of Arts, Society, and Education Studies 6, no.5:223. doi:10.69610/j.ases.20241201
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References
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