Writing is one of the skills that is considered to have an essential significance in second language (L2) learning because it serves as both a tool for communication and a means of learning, thinking, and organizing knowledge or ideas. Unfortunately, L2 learners have also considered among the most difficult skills to master as it involves problem solving in addition to the deployment of strategies to achieve communicative goals (Graham, 2010;Kurt & Atay, 2007). For L2 learners, the difficulty in L2 writing is doubled because they need to transfer ideas from their first language Rahmah Fithriani

Social media has now much been integrated as a learning platform in various educational settings, including those in Language Teaching and Learning (LTL). Increasing number of studies has also reported the effectiveness of social media to support LTL activities. This present study aimed to investigate whether Facebook, as the most popular social media in Indonesia, would be an effective learning tool for EFL university students taking advanced writing class. This study employed a case study qualitative approach. The data were collected through questionnaire, interview, and observation of students’ discussion on Facebook and then analyzed using frequency count and thematic content analysis. The findings reveal that most students find the use of Facebook in writing class effective in boosting their confidence in using English as communicative means, encouraging their participation in class discussion, and improving their English language proficiency, particularly the writing skill. This study suggests that Facebook can be used as a supplementary learning tool in higher education classrooms as it brings positive effect not only on students’ learning habits but also competence.

<em>Academic writing is currently a worldwide concern. A plethora of studies on academic writing difficulties in higher education has been conducted. With the advancement of technology, the challenges of academic writing can be alleviated by using Quillbot, an artificial intelligence (AI)-powered digital tool. However, research on using Quillbot in post-graduate academic writing classrooms is still limited, and little is known about how students perceive it. This study investigates how post-graduate students view Quillbot as a digital tool for English academic writing. This study employed a qualitative case study design by involving 20 post-graduate students majoring in English education who were already familiar with Quillbot to participate. In investigating the participants' perspectives, a questionnaire and semi-structured interview were used as the instruments for data collection. The findings reveal that the post-graduate students in this study responded positively to using Quillbot to assist them in improving the quality of their writing. Furthermore, the use of Quillbot was found to have three benefits: enhancing students' positive attitudes toward writing, providing a variety of user-friendly writing features, and aiding students' language development. This study implies that AI-powered technology like Quillbot in writing, particularly in academic writing, has a significant role in creating high-quality writing for students.</em>

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The role of grammar instruction is inevitably important for second and/or foreign language mastery. Unfortunately, in practice, many English teachers in foreign language contexts such as in Indonesia still teach grammar deductively; that is, learners are provided the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. This particular method of teaching is believed to produce learners who cannot use the language communicatively although they have considerable knowledge of grammar rules. It has also been seen as contributing to learners’ passive participation and negative feelings towards grammar learning. The aims of this paper are to give an alternative solution to that problem by offering some ideas of game-based activities and to investigate students’ perception of the implementation of communicative game-based grammar learning. Using pre- and post-study questionnaire, the research study was conducted with 30 adult EFL learners taking an after-class English course. The findings indicated that these activities were effective in creating a non-threatening and more relaxing grammar classes, changing students’ negative perception of grammar learning and improving their perceived communicative skills.