248 Copyright © 2015, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 15 The Role of Online Tools in Promoting EFL Writing: A Pedagogical Perspective ABSTRACT Taking into account the paradigm shift we are witnessing because of the technological revolution, the call for drastic changes in writing instruction has grown louder and stronger in recent years. In this chapter, the potential for incorporating technology into EFL writing instruction is explored. It ofers a detailed account of how to incorporate online synchronous and asynchronous communication into writing instruc- tion and mentions the precedence of asynchronous tools in this respect. It then follows a description of possible online activities claimed to promote EFL writing profciency as well as pitfalls that might be encountered. Clear guidelines are provided for online written communication, and emphasis is on the resulting drastic change in the teacher’s role. The chapter ends by explaining how to integrate online asynchronous communication and the process writing approach to enhance EFL written production. INTRODUCTION: WRITING INSTRUCTION IN ONLINE CONTEXTS The current change in the writing environment is referred to as “digital writing” (Ridolfo, 2006, Foreword, para.1). In comparison with conven- tional writing, digital writing is characterized as being more interactive, purposeful, and somehow more spontaneous. Thus, to accommodate this change, it is suggested that all writing courses should incorporate online communication to prepare students for their roles as participants in an increasingly digital and global world. Not only is digital writing a necessity to keep pace with global demands but, pedagogically, it can also have a powerful effect on students’ language learning. Compared with face-to-face conversations, online written communication allows students more chance to plan for their in- teractional movements and hence they can activate a broader range of their latent or passive language Shaimaa Abd El Fattah Torky National Center for Educational Research and Development, Egypt DOI: 10.4018/978-1-4666-6619-1.ch015