Language Teaching Research Quarterly

 
Questionnaire 
Thirty-five out of forty female students were given a paper-based questionnaire, as five students 
were absent on the day of questionnaire administration. It consisted of both closed-ended and 
open-ended questions that served to investigate student response to using mobile-assisted 
language learning in the intermediate writing program at Kuwait University. This data was 
analyzed, along with the implementation of the descriptive analysis.
 
Observation 
Traditional Process Writing Approach 
Students were clearly instructed to follow the writing task according to the writing process 
approach; this is meant to assist them in understanding how to write in an academic style. 
Writing process steps and strategies were explained to students so that they could begin. The 
approach went as follows: 
1.
A topic was assigned to all forty students in the class. They had the choice to work either 
individually or in pairs. 
2.
Students were asked to brainstorm ideas for 10- 15 minutes. 
3.
Students were asked to initially start writing their ideas on paper to form a working 
outline. The duration of this planning task varied according to each student’s pace. The 
task could last for 30 minutes, 60 minutes, or even the whole class duration. Some 
students completed this task at home if they were unable to finish during class. 

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Language
Teaching
Research
Quarterly,
2020,
Vol.20,
1–18