Language Teaching Research Quarterly

 
Language
Teaching
Research
Quarterly,
2020,
Vol.20,
1–18
www.EUROKD.COM
 
way, ESL/EFL teachers need to bridge the gap between 21
st
century students and educators by 
rethinking what we do in the writing classroom (Moore et al., 2016). 
As of the time of writing, there is only one known study investigating the potential influence 
of mobile-assisted language learning in addition to the “process writing” approach on ESL 
student writing performance. Imelda, Cahyono, and Astuni (2019) found that “the process 
writing approach learning combined with video-based mobile was effective to enhance the 
learners’ writing skills” (p. 334). However, this study focused only on the use of videoes to help 
students write essays by applying the process approach. It did not combine the use of search 
engines, word applications, or dictionary applications to assist students in the writing process. 
Other studies utilized WhatsApp, blogs, and SMS, but were not concerned with the 
implementation of the process approach of writing.