The study investigated the relationship between selected secondary school students’ use of computer tools (spelling and grammar checkers) and their English writing. A triangulation approach employed a mixed methods design. Phase 1 quantitative standardised literacy tests and survey data were sequentially integrated with the Phase 2 qualitative data. The case studies, were selected from Phase 1, performed written activities with and without the aid of computer tools. The case studies and their teachers were observed, surveyed and interviewed. The study revealed that the use of digital technologies still requires adequate literacy skills to interpret the messages and fully participate in reading and writing.