Improving writing skills using ICT’s

Improving writing skills using ICT’s

1. Where

   • Technology is seen as a complement of learning
     • Either
       • Computer-assisted Language Learning
       • Mobile-Assited Language Learning
         • Allow
           • Students to practice outside the classroom
         • Such as
           • Roble's study of the development of writing skills
             • Where
               • A combination of SFL and GPA with the use of podcast show improvements in the quality of text production

2. Responds

   • A way to cope with the new communicational tendencies
     • Where
       • Students show mastery of technology but multitasking detracts their writing composition
   • The demanding workforce world
     • Where
       • Technology seems to improve cognitive skills
         • Being developed by
           • Microblogging
             • Realized as
               • A different approach to writing, thereby, a new strategy
                 • Where
                   • Cognitive engagement is deeper
               • Being suitable for the needs of today's learners

3. Evidences

   • Defined tools that have been specifically designed to learn languages.
     • Where
       • Mobile-based tools assist beginner and intermediate learners.
         • Including
           • Translation into source and target languages.
           • Descriptions of grammatical categories
         • Provide
           • Easy access and learning on the go.
             • Such as
               • A Korean Mobile app
                 • Considers
                   • The errors of the learners as an opportunity to tackle the most common mistakes

4. Considers

   • • The constant redefinition of literacies by technologies.
     • Where
       • maintaining the learner’s interest and excitement is key
         • Improving
           • Engagement
           • Problem-solving
           • Connection to an audience
         • Through
           • Videogames such as Facebook’s Mafia Worlds
             • Where
               • Learners show to approach writing with the same motivation to games and school assignments if the assignments follow the same operation to games
                 • Including
                   • Writing for short periods of time
                   • Gradually add complexity
                   • Promoting spaces of problem-solving

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