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THE EFFECTS OF WHATSAPP IN TEACHING NARRATIVE WRITING: A CASE STUDY
Corresponding Author(s) : Noor Diana Suhaimi
Humanities & Social Sciences Reviews,
Vol. 7 No. 4 (2019): July
Abstract
Purpose of the study: This study aims to identify the effects of WhatsApp in teaching narrative writing to Grade 6of primary school pupils in the aspect of vocabulary and grammar.
Methodology: Eight pupils of Grade 6 from one primary school in Negeri Sembilan were involved and data were collected through document analysis, focus group interviews and field notes.
Main Findings: The findings of the post-test revealed that the vocabulary aspect has significantly improved as 75% of the participants showed an increase of one and two marks while the aspect of grammar was not found to have any effect as only one participant who represented 12% of the participants showed slight improvement from 12 to 13 marks.
Applications of this study: The findings of this study are hoped to shed some light on how the educators could manipulate the functions of mobile messaging apps in teaching English particularly the skill of writing.
Novelty/Originality of study: The pupils’ motivation to learn narrative writing could be enhanced through the use of WhatsApp rather than writing conventionally using pencil and paper.
Keywords
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- Abdul Razak, N. A. N & Md. Yunus, M. (2016). Using action songs in teaching action words to young ESL
- learners. International Journal of Language Education and Applied Linguistics (IJLEAL). 2016(4): 15-24.
- Ahmad Abu-Al-Aish & Love, S. (2013). Factors influencing students’ acceptance of m-learning: An investigation in higher education. The International Review of Research in Open and Distance Learning. 14(5): 82-107. https://doi.org/10.19173/irrodl.v14i5.1631 DOI: https://doi.org/10.19173/irrodl.v14i5.1631
- Ahmed Abdalla Saeed Adam. (2015). Developing EFL learners' narrative writing through using short stories- The case of Al-Baha University students. European Journal of English Language and Literature Studies. 3(4): 1-8.
- Ali, M. M., Gulzar, M. A. & Anwar, M. N. (2018). Impact of MALL on grammar of EFL learners in Pakistan.
- ELF Annual Research Journal 20. 2018: 39-55. DOI: https://doi.org/10.2979/jfolkrese.55.2.03
- Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing. System. (2016): 1-14. https://doi.org/10.1016/j.system.2016.07.004 DOI: https://doi.org/10.1016/j.system.2016.07.004
- Anjali Singh. (2014). Challenges and issues of generation Z. IOSR Journal of Business and Management. 16(7): 59-63. https://doi.org/10.9790/487X-16715963 DOI: https://doi.org/10.9790/487X-16715963
- Baharudin, A. Z., Embi, M. A. & Hashim, H. (2019). The effectiveness of using Wordaisy module to improve number of vocabularyamong year three pupils. International Journal of Education, Psychology and Counseling. 4(26): 37-45.
- Bakhtiyar, M. A. (2017). Promoting blended learning in vocabulary teaching through WhatsApp. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam. 2(2): 106-112.
- Basal, A., Yilmaz, S., Tanriverdi, A. & Sari, L. (2016). Effectiveness of mobile applications in vocabulary teaching. Contemporary Educational Technology. 7(1): 47-59. DOI: https://doi.org/10.30935/cedtech/6162
- Basma Issa Ahmad Alsaleem. (2013). The effect of WhatsApp electronic dialogue journaling on improving writing vocabulary word choice and voice of EFL undergraduate Saudi students. Arab World English Journal. 4(3): 213-225.
- Bataineh, R. F., Baniabdelrahman, A. A.&Bani Khalaf, K. M. (2018). The effect of e-mail and WhatsApp on Jordanian EFL learners' paraphrasing and summarizing skills. International Journal of Education and Development using Information and Communication Technology (IJEDICT). 14(3): 131-148.
- Bensalem. E. (2018). The impact of WhatsApp on EFL students' vocabulary learning. Arab World English Journal (AWEJ). 9(1): 23- 38. https://doi.org/10.24093/awej/vol9no1.2 DOI: https://doi.org/10.24093/awej/vol9no1.2
- Bernama. (2017). Malaysians are world’s largest WhatsApp users. https://www.nst.com.my/lifestyle/bots/2017/09/278936/malaysians-are-worlds-largest-whatsapp-users [10 January 2019].
- Brown, H. D. (2004). Language assessment: principles and classroom practices. New York: PearsonEducation.
- Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012. Language Learning & Technology. 17(3): 157–224.
- Çetinkaya, L. & Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English. vocabulary instruction. Journal of Computer Assisted Learning. 2018: 1-11. https://doi.org/10.1111/jcal.12255 DOI: https://doi.org/10.1111/jcal.12255
- Challob, A. I., Nadzrah Abu Bakar& Hafizah Latif. (2016). Collaborative blended learning writing environment: Effects on EFL students’ writing apprehension and writing performance. English Language Teaching. 9(6): 229-241. DOI: https://doi.org/10.5539/elt.v9n6p229
- Chan, H. C., Melor, M. Y. & Maslawati, M. (2018). ‘Who We Are’ in enhancing rural students’ English as a second language (ESL) learning. Asian EFL Journal. 20(4): 197-209.
- Chen, B. & Wu, J. (2019). Promotive effect of psychological intervention on English vocabulary teaching based on hybrid collaborative recommender technology. International Journal of Emerging Technologies in Learning (iJET. 14(15): 14-24. https://doi.org/10.3991/ijet.v14i15.11185 DOI: https://doi.org/10.3991/ijet.v14i15.11185
- Chiew Y. D. & Nurhidayah Md Sharif. (2016). What’s up with WhatsApp: Writing on the go. Conference Paper. Malaysian English Language Teaching Association (MELTA) 25th International Conference 2016. Ipoh, Perak.
- Darmi, R., Mat Saad, N. S., Abdullah, N., Puteh-Behak, F., Zakaria, Z. A. & Adnan, J. N. I. (2017). Teachers’
- views on students’ performance in English language proficiency courses via CEFR descriptors. International E-Journal of Advances in Education. 3(8): 363-370.
- Eggen, P. & Kauchak, D. (2010). Educational Psychology: Windows on Classrooms. 8th ed. New Jersey: Pearson Education.
- Erma Farida, A. H.&Maslawati, M. (2018). The interference of mother tongue (L1) in producing complex sentences in a rural religious school in Perak. Jurnal Paradigma. 18 (Special edition): 198-206.
- Febriani, G. & Nur Hafifah, G. (2019). Teachers’ beliefs and practices of using Youtube in EFL context in
- Muhammadiyah Senior High Schools of Surabaya. Humanities & Social Sciences Reviews. 7(3): 389-397.
- Ghabool, N., Mariann Edwina, M. & Kashef, S. H. (2012). Investigating Malaysian ESL students' writing problems on conventions, punctuation, and language use at secondary school level. Journal of Studies in Education. 2(3): 130-143. DOI: https://doi.org/10.5296/jse.v2i3.1892
- Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.
- Harwati Hashim, Melor Md. Yunus, Mohamed Amin Embi & Nor Azwa Mohamed Ozir. (2017). Language learning (MALL) for ESL learners: A review of affordances and constraints. Sains Humanika. 9: 45-50. DOI: https://doi.org/10.11113/sh.v9n1-5.1175
- Hashemifardnia, A., Namaziandost, E. &Esfahan, F. R. (2018). The effect of using WhatsApp on Iranian EFL learners’ vocabulary learning. Journal of Applied Linguistics and Language Research. 5(3): 256-267. https://doi.org/10.21462/jeltl.v3i3.151 DOI: https://doi.org/10.21462/jeltl.v3i3.151
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- Ibrahim, A. A.&Kadiri, G. C. (2018). Integrating mobile phones in teaching auditory and visual learners in an English classroom. English Language Teaching. 11(12): 1-10. https://doi.org/10.5539/elt.v11n12p1 DOI: https://doi.org/10.5539/elt.v11n12p1
- Linda&Ida Ri’aeni. (2018). WhatsApp messenger as a mobile media to learn writing for EFL students. JIKE. 1(2): 156-165. https://doi.org/10.32534/jike.v1i2.156 DOI: https://doi.org/10.32534/jike.v1i2.156
- Mastan, M. E., Nooreiny Maarof&Mohamed Amin Embi. (2017). The effect of writing strategy instruction on ESL intermediate proficiency learners’ writing performance. Journal of Educational Research and Review. 5(5): 71-78.
- Mazlin Murat. (2013). Writing strategies of Form Four ESL students in a Malaysian secondary school. Master Thesis, Universiti Kebangsaan Malaysia.
- Muhammad Fareed, Almas Ashraf&Muhammad Bilal. (2016). ESL learners’ writing skills: Problems, factors and suggestions. Journal of Education and Social Sciences. 4(2): 81-92. https://doi.org/10.20547/jess0421604201 DOI: https://doi.org/10.20547/jess0421604201
- Nesamalar Chitravelu, Saratha Sithamparam & Teh, S. C. (2005). ELT methodology: Principles and practice. Shah Alam: Oxford Fajar.
- Normazidah Che Musa, Lie, K. Y. & Hazita Azman. (2012). Exploring English language learning and teaching in Malaysia. GEMA Online Journal of Language Studies. 12(1): 35-51.
- Nooreiny Maarof, Hamidah Yamat & Kee, L.L. (2011). Role of teacher, peer and teacher-peer feedback in enhancing ESL students’ writing. World Applied Sciences Journal. 15: 29-35.
- Noor Hanim Rahmat, Mazlen Arepin, D Rohayu Mohd Yunos&Sharifah Amani Syed Abdul Rahman. (2017). Analyzing perceived writing difficulties through the social cognitive theory. PEOPLE: International Journal of Social Sciences. 3(2): 1487-1499. https://doi.org/10.20319/pijss.2017.32.14871499 DOI: https://doi.org/10.20319/pijss.2017.32.14871499
- Novitasari, A., Patuan Raja&Flora. (2018). Designing collaborative blended learning activities to improve students’ argumentative essay writing ability and students’ perception. U-JET. 7(4): 1-11.
- O’Reilly, M., Ronzoni, P. & Dogra, N. (2013). Research with children: Theory &Practice. London: SAGE Publications Ltd. https://doi.org/10.4135/9781526486653 DOI: https://doi.org/10.4135/9781526486653
- Prensky, M. (2001). Digital natives, digital immigrants. MCB University Press. 9(5): 1-6. https://doi.org/10.1108/10748120110424816 DOI: https://doi.org/10.1108/10748120110424816
- Rahmawati, L. E., Sarwiji, S., Kundharu, S. &Budhi, S. (2019). Need analysis on the development of writing competency test for foreign university students. Humanities & Social Sciences Reviews. 7(3): 467-471. https://doi.org/10.18510/hssr.2019.7368 DOI: https://doi.org/10.18510/hssr.2019.7368
- Saadat, M. &Dastgerdi, M. F. (2014). Correlates of L2 writing ability of Iranian students majoring in English. Procedia - Social and Behavioral Sciences. 98 (2014): 1572 – 1579. https://doi.org/10.1016/j.sbspro.2014.03.580 DOI: https://doi.org/10.1016/j.sbspro.2014.03.580
- Saadiyah, D.& Kaladevi, S. (2009). Error analysis of the written English essays of secondary school students in Malaysia: A case study. European Journal of Social Sciences. 8(3): 483-495.
- Sabrina, C.&Benedictus, A.S. (2017). Analysis of emoji and emoticon usage in interpersonal communication of Blackberry Messenger and WhatsApp application user. International Journal of Social Sciences and Management. 4(2): 120-126. https://doi.org/10.3126/ijssm.v4i2.17173 DOI: https://doi.org/10.3126/ijssm.v4i2.17173
- Said Fathy El Said Abdul Fattah. (2015). The effectiveness of using WhatsApp messenger as one of mobile learning techniques to develop students' writing skills. Journal of Education and Practice. 6(32): 115-127.
- Salikin, H. & Tahir, S. Z. (2017). The social media-based approach in teaching writing at Jember University, Indonesia. International Journal of English Linguistics. 7(3): 46-57. https://doi.org/10.5539/ijel.v7n3p46 DOI: https://doi.org/10.5539/ijel.v7n3p46
- Shabani, K., Khatib, M. & Ebadi, S. (2010). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English Language Teaching. 3(4): 237-248. DOI: https://doi.org/10.5539/elt.v3n4p237
- Sulistyo, T., Nur Mukminatien, Bambang Yudi Cahyono& Ali Saukah. (2019). Enhancing learners’ writing performance through blog-assisted language learning. International Journal of Emerging Technologies in Learning (iJET. 14(9): 61-73. DOI: https://doi.org/10.3991/ijet.v14i09.9535
- Swaran Singh, C. K., Jageer Singh, A.K., Nur Qistina Abd Razak& Thilaga Ravinthar. (2017). Grammar errors
- made by ESL tertiary students in writing. English Language Teaching. 10(5): 16-27. https://doi.org/10.5539/elt.v10n5p16 DOI: https://doi.org/10.5539/elt.v10n5p16
- Syed Ahmad, T. S. A., Anealka Aziz Hussin &Ghazali Yusri. (2018). Discovering students’ preference for grammar learning activities outside the classroom. Journal of Creative Practices in Language Learning and Teaching (CPLT). 6(2): 60-71.
- Tartari, E., Tartari, A. &Beshiri, D. (2019). The involvement of students in social network sites affects their DOI: https://doi.org/10.3991/ijet.v14i13.10453
- learning. International Journal of Emerging Technologies in Learning (iJET. 14(13): 33-46. https://doi.org/10.3991/ijet.v14i13.10453 DOI: https://doi.org/10.3991/ijet.v14i13.10453
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References
Abdul Razak, N. A. N & Md. Yunus, M. (2016). Using action songs in teaching action words to young ESL
learners. International Journal of Language Education and Applied Linguistics (IJLEAL). 2016(4): 15-24.
Ahmad Abu-Al-Aish & Love, S. (2013). Factors influencing students’ acceptance of m-learning: An investigation in higher education. The International Review of Research in Open and Distance Learning. 14(5): 82-107. https://doi.org/10.19173/irrodl.v14i5.1631 DOI: https://doi.org/10.19173/irrodl.v14i5.1631
Ahmed Abdalla Saeed Adam. (2015). Developing EFL learners' narrative writing through using short stories- The case of Al-Baha University students. European Journal of English Language and Literature Studies. 3(4): 1-8.
Ali, M. M., Gulzar, M. A. & Anwar, M. N. (2018). Impact of MALL on grammar of EFL learners in Pakistan.
ELF Annual Research Journal 20. 2018: 39-55. DOI: https://doi.org/10.2979/jfolkrese.55.2.03
Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing. System. (2016): 1-14. https://doi.org/10.1016/j.system.2016.07.004 DOI: https://doi.org/10.1016/j.system.2016.07.004
Anjali Singh. (2014). Challenges and issues of generation Z. IOSR Journal of Business and Management. 16(7): 59-63. https://doi.org/10.9790/487X-16715963 DOI: https://doi.org/10.9790/487X-16715963
Baharudin, A. Z., Embi, M. A. & Hashim, H. (2019). The effectiveness of using Wordaisy module to improve number of vocabularyamong year three pupils. International Journal of Education, Psychology and Counseling. 4(26): 37-45.
Bakhtiyar, M. A. (2017). Promoting blended learning in vocabulary teaching through WhatsApp. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam. 2(2): 106-112.
Basal, A., Yilmaz, S., Tanriverdi, A. & Sari, L. (2016). Effectiveness of mobile applications in vocabulary teaching. Contemporary Educational Technology. 7(1): 47-59. DOI: https://doi.org/10.30935/cedtech/6162
Basma Issa Ahmad Alsaleem. (2013). The effect of WhatsApp electronic dialogue journaling on improving writing vocabulary word choice and voice of EFL undergraduate Saudi students. Arab World English Journal. 4(3): 213-225.
Bataineh, R. F., Baniabdelrahman, A. A.&Bani Khalaf, K. M. (2018). The effect of e-mail and WhatsApp on Jordanian EFL learners' paraphrasing and summarizing skills. International Journal of Education and Development using Information and Communication Technology (IJEDICT). 14(3): 131-148.
Bensalem. E. (2018). The impact of WhatsApp on EFL students' vocabulary learning. Arab World English Journal (AWEJ). 9(1): 23- 38. https://doi.org/10.24093/awej/vol9no1.2 DOI: https://doi.org/10.24093/awej/vol9no1.2
Bernama. (2017). Malaysians are world’s largest WhatsApp users. https://www.nst.com.my/lifestyle/bots/2017/09/278936/malaysians-are-worlds-largest-whatsapp-users [10 January 2019].
Brown, H. D. (2004). Language assessment: principles and classroom practices. New York: PearsonEducation.
Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012. Language Learning & Technology. 17(3): 157–224.
Çetinkaya, L. & Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English. vocabulary instruction. Journal of Computer Assisted Learning. 2018: 1-11. https://doi.org/10.1111/jcal.12255 DOI: https://doi.org/10.1111/jcal.12255
Challob, A. I., Nadzrah Abu Bakar& Hafizah Latif. (2016). Collaborative blended learning writing environment: Effects on EFL students’ writing apprehension and writing performance. English Language Teaching. 9(6): 229-241. DOI: https://doi.org/10.5539/elt.v9n6p229
Chan, H. C., Melor, M. Y. & Maslawati, M. (2018). ‘Who We Are’ in enhancing rural students’ English as a second language (ESL) learning. Asian EFL Journal. 20(4): 197-209.
Chen, B. & Wu, J. (2019). Promotive effect of psychological intervention on English vocabulary teaching based on hybrid collaborative recommender technology. International Journal of Emerging Technologies in Learning (iJET. 14(15): 14-24. https://doi.org/10.3991/ijet.v14i15.11185 DOI: https://doi.org/10.3991/ijet.v14i15.11185
Chiew Y. D. & Nurhidayah Md Sharif. (2016). What’s up with WhatsApp: Writing on the go. Conference Paper. Malaysian English Language Teaching Association (MELTA) 25th International Conference 2016. Ipoh, Perak.
Darmi, R., Mat Saad, N. S., Abdullah, N., Puteh-Behak, F., Zakaria, Z. A. & Adnan, J. N. I. (2017). Teachers’
views on students’ performance in English language proficiency courses via CEFR descriptors. International E-Journal of Advances in Education. 3(8): 363-370.
Eggen, P. & Kauchak, D. (2010). Educational Psychology: Windows on Classrooms. 8th ed. New Jersey: Pearson Education.
Erma Farida, A. H.&Maslawati, M. (2018). The interference of mother tongue (L1) in producing complex sentences in a rural religious school in Perak. Jurnal Paradigma. 18 (Special edition): 198-206.
Febriani, G. & Nur Hafifah, G. (2019). Teachers’ beliefs and practices of using Youtube in EFL context in
Muhammadiyah Senior High Schools of Surabaya. Humanities & Social Sciences Reviews. 7(3): 389-397.
Ghabool, N., Mariann Edwina, M. & Kashef, S. H. (2012). Investigating Malaysian ESL students' writing problems on conventions, punctuation, and language use at secondary school level. Journal of Studies in Education. 2(3): 130-143. DOI: https://doi.org/10.5296/jse.v2i3.1892
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth: Heinemann.
Harwati Hashim, Melor Md. Yunus, Mohamed Amin Embi & Nor Azwa Mohamed Ozir. (2017). Language learning (MALL) for ESL learners: A review of affordances and constraints. Sains Humanika. 9: 45-50. DOI: https://doi.org/10.11113/sh.v9n1-5.1175
Hashemifardnia, A., Namaziandost, E. &Esfahan, F. R. (2018). The effect of using WhatsApp on Iranian EFL learners’ vocabulary learning. Journal of Applied Linguistics and Language Research. 5(3): 256-267. https://doi.org/10.21462/jeltl.v3i3.151 DOI: https://doi.org/10.21462/jeltl.v3i3.151
Hao, Y., Lee, K. S., Chen, S-T. & Sim, S. C. (2018). An evaluative study of a mobile application for middle school students struggling with English vocabulary learning. Computers in Human Behavior. 2018: DOI: https://doi.org/10.1016/j.chb.2018.10.013
https://doi.org/10.1016/j.chb.2018.10.013 DOI: https://doi.org/10.1016/j.chb.2018.10.013
Ibrahim, A. A.&Kadiri, G. C. (2018). Integrating mobile phones in teaching auditory and visual learners in an English classroom. English Language Teaching. 11(12): 1-10. https://doi.org/10.5539/elt.v11n12p1 DOI: https://doi.org/10.5539/elt.v11n12p1
Linda&Ida Ri’aeni. (2018). WhatsApp messenger as a mobile media to learn writing for EFL students. JIKE. 1(2): 156-165. https://doi.org/10.32534/jike.v1i2.156 DOI: https://doi.org/10.32534/jike.v1i2.156
Mastan, M. E., Nooreiny Maarof&Mohamed Amin Embi. (2017). The effect of writing strategy instruction on ESL intermediate proficiency learners’ writing performance. Journal of Educational Research and Review. 5(5): 71-78.
Mazlin Murat. (2013). Writing strategies of Form Four ESL students in a Malaysian secondary school. Master Thesis, Universiti Kebangsaan Malaysia.
Muhammad Fareed, Almas Ashraf&Muhammad Bilal. (2016). ESL learners’ writing skills: Problems, factors and suggestions. Journal of Education and Social Sciences. 4(2): 81-92. https://doi.org/10.20547/jess0421604201 DOI: https://doi.org/10.20547/jess0421604201
Nesamalar Chitravelu, Saratha Sithamparam & Teh, S. C. (2005). ELT methodology: Principles and practice. Shah Alam: Oxford Fajar.
Normazidah Che Musa, Lie, K. Y. & Hazita Azman. (2012). Exploring English language learning and teaching in Malaysia. GEMA Online Journal of Language Studies. 12(1): 35-51.
Nooreiny Maarof, Hamidah Yamat & Kee, L.L. (2011). Role of teacher, peer and teacher-peer feedback in enhancing ESL students’ writing. World Applied Sciences Journal. 15: 29-35.
Noor Hanim Rahmat, Mazlen Arepin, D Rohayu Mohd Yunos&Sharifah Amani Syed Abdul Rahman. (2017). Analyzing perceived writing difficulties through the social cognitive theory. PEOPLE: International Journal of Social Sciences. 3(2): 1487-1499. https://doi.org/10.20319/pijss.2017.32.14871499 DOI: https://doi.org/10.20319/pijss.2017.32.14871499
Novitasari, A., Patuan Raja&Flora. (2018). Designing collaborative blended learning activities to improve students’ argumentative essay writing ability and students’ perception. U-JET. 7(4): 1-11.
O’Reilly, M., Ronzoni, P. & Dogra, N. (2013). Research with children: Theory &Practice. London: SAGE Publications Ltd. https://doi.org/10.4135/9781526486653 DOI: https://doi.org/10.4135/9781526486653
Prensky, M. (2001). Digital natives, digital immigrants. MCB University Press. 9(5): 1-6. https://doi.org/10.1108/10748120110424816 DOI: https://doi.org/10.1108/10748120110424816
Rahmawati, L. E., Sarwiji, S., Kundharu, S. &Budhi, S. (2019). Need analysis on the development of writing competency test for foreign university students. Humanities & Social Sciences Reviews. 7(3): 467-471. https://doi.org/10.18510/hssr.2019.7368 DOI: https://doi.org/10.18510/hssr.2019.7368
Saadat, M. &Dastgerdi, M. F. (2014). Correlates of L2 writing ability of Iranian students majoring in English. Procedia - Social and Behavioral Sciences. 98 (2014): 1572 – 1579. https://doi.org/10.1016/j.sbspro.2014.03.580 DOI: https://doi.org/10.1016/j.sbspro.2014.03.580
Saadiyah, D.& Kaladevi, S. (2009). Error analysis of the written English essays of secondary school students in Malaysia: A case study. European Journal of Social Sciences. 8(3): 483-495.
Sabrina, C.&Benedictus, A.S. (2017). Analysis of emoji and emoticon usage in interpersonal communication of Blackberry Messenger and WhatsApp application user. International Journal of Social Sciences and Management. 4(2): 120-126. https://doi.org/10.3126/ijssm.v4i2.17173 DOI: https://doi.org/10.3126/ijssm.v4i2.17173
Said Fathy El Said Abdul Fattah. (2015). The effectiveness of using WhatsApp messenger as one of mobile learning techniques to develop students' writing skills. Journal of Education and Practice. 6(32): 115-127.
Salikin, H. & Tahir, S. Z. (2017). The social media-based approach in teaching writing at Jember University, Indonesia. International Journal of English Linguistics. 7(3): 46-57. https://doi.org/10.5539/ijel.v7n3p46 DOI: https://doi.org/10.5539/ijel.v7n3p46
Shabani, K., Khatib, M. & Ebadi, S. (2010). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English Language Teaching. 3(4): 237-248. DOI: https://doi.org/10.5539/elt.v3n4p237
Sulistyo, T., Nur Mukminatien, Bambang Yudi Cahyono& Ali Saukah. (2019). Enhancing learners’ writing performance through blog-assisted language learning. International Journal of Emerging Technologies in Learning (iJET. 14(9): 61-73. DOI: https://doi.org/10.3991/ijet.v14i09.9535
Swaran Singh, C. K., Jageer Singh, A.K., Nur Qistina Abd Razak& Thilaga Ravinthar. (2017). Grammar errors
made by ESL tertiary students in writing. English Language Teaching. 10(5): 16-27. https://doi.org/10.5539/elt.v10n5p16 DOI: https://doi.org/10.5539/elt.v10n5p16
Syed Ahmad, T. S. A., Anealka Aziz Hussin &Ghazali Yusri. (2018). Discovering students’ preference for grammar learning activities outside the classroom. Journal of Creative Practices in Language Learning and Teaching (CPLT). 6(2): 60-71.
Tartari, E., Tartari, A. &Beshiri, D. (2019). The involvement of students in social network sites affects their DOI: https://doi.org/10.3991/ijet.v14i13.10453
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