Résumé:
This work aims at investigating teachers’ and learners’ attitudes towards the use of ICTs
(internet, word processor and email) in developing academic writing Compositions. It is based
on two hypotheses: the first assumes that teachers and students may have positive attitudes
towards the use of the previously mentioned technologies; whereas the second presumes that
students only care about their marks not the process of writing via ICTs hence, they will not
know their significance. Therefore, the descriptive quantitative method is opted and expressed
via the distribution of a questionnaire to 80 students of English randomly selected, and 10
teachers of written expression at the Department of English at the University 08 Mai 1945 -
Guelma. The final results display that both teachers and students have positive attitudes
towards the use and manipulation of such technologies; since, the numerous online sources
available facilitate their collection of information about the writing topics. Moreover, the
application of spell check provided by the word processor helps in indicating and
automatically correcting errors committed by students as they type their writing tasks. In
addition,e-mail is considered as a communication channel between teachers and students, in
order to send and receive feedback about the written productions. All in all, the findings prove
that these technologies together are praised by both teachers and students, which confirm the
first hypothesis, and disconfirm the second one.
