Skkn applying whatsapp group discussion to improve 10th students’ ability in writing skill at dien chau 2 high school, especially for offline learning

NGHE AN EDUCATIONAL AND TRAINING DEPARTMENT DIEN CHAU HIGH SCHOOL * * * TEACHING EXPERIENCE Applying WhatsApp group discussion to improve 10th students’ ability in writing skill at Dien Chau high school, ESPECIALLY FOR offline learning SUBJECT: ENGLISH AUTHOR: NGUYEN THI THUY GROUP: ENGLISH - LITERATURE SCHOOL YEAR: 2021-2022 TEL: 0931362263 skkn I INTRODUCTION 1.1 Reason for choosing the topic: Nowadays, technology presents some media to be used in communication like social media, especially in this time when COVID 19 is increasing quickly Most people use technology to deal with problems around their lives With the increase of time, scope, and frequency of the Internet and technologies use, people have started to shape the way they communicate, share, and behave Social networks, which are very popular among young people, are becoming prevalent due to their nature to meet the needs of individuals towards socialization Process of interaction has become one of the important elements of the daily life The high numbers of people join the social networks, which are defined as programs that ease to interact between individuals and groups Technology has invaded all aspects of life and education system is also developing rapidly Technology such as computer, mobile phone smart phone, and the internet are considered as effective tools to support teaching and learning process However, most teachers have not utilized optimally the technology yet in teaching English language It is supported by Lailiyah and Cahyono (2016) who claim that “some EFL teachers are reluctant to take the opportunity to integrate technology into their classrooms” For example, teachers prefer to choose traditional ways to teach English language It is probably because the teachers are not creative in integrating the internet and mobile phone technology to make the teaching and learning of English language to be attractive and different in the classroom The mobile phone technology is the most potential tool to be utilized in teaching English language EFL teachers can utilize message application through mobile phone and smart phone The most famous messenger application is WhatsApp WhatsApp is the most potential technology to support teaching and learning of English language today that can be accessed by mobile phone In addition, teaching and learning English language by using WhatsApp is regarded as the newest innovation of English language teaching strategy Teachers and students can interact online with others through the features of WhatsApp WhatsApp can present multimodal media through its features for learning English language Then, WhatsApp also facilitates students with audio visual According to Marshal (2002) as cited in Gon and Rawekar (2017), people have ability to remember what they read only 10%, 20% of what they hear, 30% of what they see and 50% of what they hear and see The technology that combines images, texts and audio all in one is able to improve people in remembering something more than 50% Thus, WhatsApp will make the teaching and learning process of English language to be interactive and can create a new atmosphere for both students and teachers The use of WhatsApp as a new technology that can be utilized for teaching and learning English language The writer will explain about why WhatsApp is a potential technology for teaching English language and how to skkn use WhatsApp in teaching English language, especially for online learning in Viet Nam where is influenced seriously by COVID 19 I would like to share my teaching experience “Applying WhatsApp group discussion to improve 10th students’ ability in writing skill at Dien Chau high school, especially for offline learning” in the hope that my colleagues can apply in teaching and we can discuss more to get the best result in teaching students how to write effectively 1.2 Objectives of the study: This study aims at examining the effectiveness of WhatsApp on developing EFL Students’ writing skills 1.3 Hypothesis of the study This study has hypothesized that using WhatsApp English medium groups for chatting and sharing news articles or topic with requesting students to read and comment on are effective in developing students ‘writing skills 1.4 Research Methodology This study presents a practical work that examined the effectiveness of WhatsApp on developing students ‘writing skills in English as a foreign language a Participants The participants of this study are students from grade 10A and 10D at Dien Chau high school They were requested to join a WhatsApp group for developing their English, especially in writing skills for online or offline learning All the participants are all students feel comfortable to participate in WhatsApp group and share the mobile numbers with their male classmates for social considerations b Data collection instruments: The data were collected through their writing ‘performance before and after applying the research and researcher’ daily observations of students’ progress and a questionnaire given to the participants at the end of the study The pre-test and post-test based on writing tasks given to students when they joined the group and later on at the end of the study period in addition to assessing their chats in the group in the first week Researcher’s daily observations aimed at noticing students’ progress in writing A questionnaire prepared by the researcher was also given to their opinions regarding the effectiveness of the WhatsApp in developing their writing skills based on the experience they had during the study skkn II THE CONTENT THEORICAL AND PRACTICAL BACKGROUND 1.1 Theorical background 1.1.1 Definition of teaching writing skill: Writing is a skill that is highly required nowadays Written communication, for example, is the most common form of business communication Emails and formal letters fulfill conversational-like purposes that the students have to master if they were to integrate today’s job market Writing serves not only communicative purposes in professional activities but also in social ones In our everyday lives, we write or reply to invitation letters, thank-you letters, text messages, etc Even journals carry a social-communicative load Journal writers try to communicate their thoughts and feelings to themselves How to teach writing presupposes some prerequisites Teachers should be aware of not only the theoretical underpinnings of the writing tasks but also the practical procedures that contribute to the success of the writing lesson In the following section, we will have a look at: o The basic knowledge that learners should develop in the writing lesson o The different types of writing activities o Writing as a tool for learning o Writing as a major syllabus component o Teaching writing as a product, as a process, and as a genre To make the writing to be qualified, students need to read a lot to enrich the information and idea related to the topic of the writing It is because writing and reading activities go together in such a way that completes each other So, teachers can vary activity in teaching writing in the school by using WhatsApp 1.1.2 Technologies in language learning: Technology has a positive effect on both teacher and the learner Lam and Lawrence (2002) claim that technology provides learners with regulation of their own learning process and easy access to information the teacher may not be able to provide The wireless portable devices such as IPods, MP3 players, smart phones (like Blackberry, iPhone), and Personal Digital Assistants (PDAs) could provide opportunities to respond to the need of this generation Evans (2008) believes that a distinguishable feature of mobile learning or M-learning is the potential to study when travelling on transport English language Teaching History Language teaching has witnessed four main stages They are the following: skkn a Face to face instruction This is the beginning of teaching that continued till now It depends on the existence of the producer (tutor or instructor), the receiver (the learner) in one place b Distance learning: Historically, distance education has not been isolated from the use of technology to support learners and learning Nipper (1989) classified three different generations of technology use over distance education in the twentieth century According to him, the initial emphasis was solely on the printbased model of teaching Nowadays, distance education offers a variety of digital technologies, including websites and digital libraries as well as communication tools such as email, virtual learning environments (VLEs) and the recent application of social networking and blogging This is referred as 'social media' and it relies on free shared digital content that is authored, critiqued, and reconfigured by the community of users rather than individuals (Lee, 2009) c Blended learning It represented the middle stage between this technique of teaching tries to make benefit of both previous ones Through this stage, researchers make the best use if face to face environment and distance learning environment (Abdul Fattah, 2012) d Mobile learning: There is an increased use of wireless technologies in education all over the world In fact, wireless technologies such as laptop computers, and mobile phones are revolutionizing education and transforming the traditional classroom-based learning and teaching into anytime and anywhere education The term “mobile learning” or "m-learning", is not a new one It describes learning of the learners' not defined location or when he or she uses the benefits of mobile technology when learning The strengths of mobile learning lie primarily in the use of learning programs not dependent on time or place, that are in the extremely efficient use of the available time Therefore, the vision behind this is the learning is to get what you want, where you want and when you want Mobile learning importance has increased since the beginning of the twenty first century The following figure shows to what extent is mobile learning is important for youth They can be as follows: For kids, mobile is not important for them 75% of 12–14-year-old uses a mobile phone 90% of 15- 17-year-old use a mobile phone 1.1.3 Importance of Mobile Learning in Education: Berger, (2001) lists the implications that mobile technology can bring to teaching and learning: • Better realization of “anywhere, anytime” • Freedom of organization in and out of the classroom, skkn • Collaboration among students separated geographically, • Transparent connection to nets, • Remote sensing and integration of information, • Shift from “anywhere, anytime” to “everywhere, every time” 1.1.4 Mobile Usages in Language Teaching Mobiles have a lot of usages inside and outside the classrooms There are some usages here for that Use the Text Messaging feature to reinforce vocabulary learning For example, you could text the words covered in class to encourage students to review them outside the school context By sending out the word’s multiple times, you increase the chances that students will remember them Use the Text Messaging feature for circular writing The reality is that many students not like to write They associate writing in the school context with boring assignments and a punitive environment of criticism and negative feedback The challenge is to encourage that type of writing that helps students learn English If students are not ready to write essays, they can practice with shorter texts to develop their writing skills One activity is circular writing, where students create a story together by contributing one text message at a time Each student writes a sentence or two and then sends this on to the next student, who adds another message, and so on until the story is complete The teacher is copied and has a record of the story as it emerges Use mobile phone memory to distribute listening material Many phones have memory for graphics, photos, and music that you can use to download listening material for your students, who can in turn transfer them to their phones or other media This could be a recording of your class, a podcast, or course listening materials Use the mobile phone to check student comprehension and get feedback The previous ideas focus on learning, but mobile phones can also help you in your teaching One way is to add an element of interactivity to your classes through audience participation Students respond by texting their responses and the results show up immediately in a Power Point presentation or on a website This is very useful for checking student comprehension and to get their opinions You could, for example, ask students to choose from one of several options for the next classroom activity This tool is particularly useful in larger classes where it is not easy to get feedback from all students 1.2 Practical background: 1.2.1 Difficulties in teaching writing skill in the classroom: Each student may face different challenges in learning writing All the students are special and unique in their own ways These challenges will somehow pull back skkn the students from moving forward to produce a good piece of writing The following paragraphs are about challenges faced by students in writing Lack of vocabulary has caused the students to face challenges in acquiring writing skills claimed Misbah et al (2017) Students almost use spoken and written words every single day to communicate their ideas, beliefs, and feelings with people around them Good vocabulary repertoire can help students to speak or write to deliver their thoughts Usage of electronic dictionary and more reading activities can help students with limited vocabulary Some high school students are also having trouble with grammar Grammar plays an important role in writing Grammar provides information that helps the readers to understand its meaning It is a structure that conveys the detailed meaning of the writer to the reader Grammar also explains the forms and structure of words, called morphology and how they are arranged in sentences, called syntax Poor spelling is another cause of anxiety for students in learning writing skill Having good ability in spelling will lead to positive learning of writing skill If the students are struggling with spellings, it will hold them back to move forward The students have the habit to spell according to their pronunciation and this will lead to wrong spelling as mentioned by Afrin (2016) Students’ readiness is another challenge in learning writing According to Winarso (2016) in order to complete a task successfully, readiness is very important The readiness can either be physical readiness and mental preparedness If this is not occurring, students will be having challenges in writing Students will not be mentally prepared to learn in the classroom if they are not ready It is very important for the students to be ready before they enter the classroom Lack of exposure to books and reading materials are other challenges for high school students in learning writing and this is supported by Foster (2015) Lack of extensive reading will not help the students to write good sentences or paragraphs This is because reading and writing are interrelated If the students are not reading books or other reading materials, they are going to have lack of ideas and vocabulary to write Last but not the least, lack of motivation is another challenge faced by the students If the students are not motivated, they might not be interested to proceed with their learning process Motivation is important in improving students’ learning results claimed Gbollie & Keamu (2017) Teachers could motivate the students by rewarding them with simple motivational phrases by saying “Good job!”, “Good try!”, “Keep it up” etc Positive reward will make the students go further in their learning process skkn 1.2.2 Difficulties in teaching writing skill in online learning: Due to the decrease in the number of Covid19 cases, new normalization steps have been taken afterward Accordingly, schools were opened gradually The students continued face to face online education However, the rising number of cases has made it inevitable for the Ministry of National Education to take new measures In this sense, schools have been shut down and a decision has been taken in favor of distance education or called online learning Meanwhile, via video conference programs, teachers began teaching online courses Therefore, writing seems to be the most difficult one, because it involves some elements such as grammatical function, content, vocabulary, capitalization, punctuation, and spelling When the Covid 19 appears, learning online becomes more popular Students must learn at home through computers or mobile phone It is difficult for them to understand or get all the knowledge and it makes them bored in front of the screen They seem not to pay attention the lessons like in class They can feel tired, boring, and even sleepy With some lessons on the screen, teachers cannot control most of students because of they are not face to face Here are some popular difficulties that teachers often meet while teaching online: - Shortage of Time - Managing class is difficult - Low student motivation - Insufficient supply of course equipment - Inability to control student's writing - Difficulty in giving feedback and making corrections - Inadequate use of technology - Failure to provide parent support - Postponing of students - Paying more attention to other activities than learning 1.3 The situation 1.3.1 Difficulties in teaching writing skill in online or offline learning in Dien Chau high school: Students' performance in the writing course in Dien Chau was poor That was clear in a pilot study conducted by the researcher in December 2021 The pilot study was conducted on 80 students in grade 10 at Dien Chau high school They were asked to write an essay about the advantages of mobile devices, working mother, new inventions in Tieng Anh 10 textbook but their writing is not good Analyzing pilot study result, it revealed that students' results in the pilot study skkn These are some of the students’ writing when they take part in online and offline class with popular method teaching Teacher asks them write in 25-30 minutes with the help of text book UNIT 5: INVENTIONS – WRITING – TIENG ANH 10 TEXTBOOK skkn UNIT 6: GENDER EQUALITY– WRITING – TIENG ANH 10 TEXTBOOK 10 skkn The example of activity in teaching writing unit in Tieng Anh 10 textbook by using WhatsApp is as follow 23 skkn DISCUSSION: 4.1 The effect of using WhatsApp: The intervention in this study lasted for nine weeks During the intervention, students were taught the writing skills using WhatsApp The instructor explained to the students how to use WhatsApp to brainstorm their ideas, write, send, revise, and edit their writings on WhatsApp After teaching and discussing the topics on WhatsApp, students had to take a writing test Each writing test focused on a particular theme that was covered during the course The topics of writing tests were selected in accordance with the topics that the textbook covered This enabled the participants to practice the necessary writing activities the foster their style and ideas Students sent their drafts on WhatsApp and their instructor sent them the helpful feedback through the WhatsApp group After practicing this on the group, students had to take a writing test on a different day WhatsApp was used as a platform to write the essays for the test The participants in this study had to go through three stages of the intervention process The participants had to take some writing tests on a weekly basis They also had to give answers for the questionnaire of this current study at the end of the intervention The last stage was to participate in the focus group discussions to reflect on what they did during the intervention namely on the effect of using WhatsApp as a tool in learning writing All instruments had undergone a pilot study to establish the reliability and validity of the study 24 skkn Some students ‘writings after applying WhatsApp in Unit 8,9,10 Tieng Anh 10 text book in online and offline learning Comments A full writing with: - enough ideas - clear complaint - good vocabulary 25 skkn Comments Well-done - enough ideas - clear confirmation Only one error: - in the sky god: What you mean when using this phrase? 26 skkn Comments good writing - enough ideas - clear information -good vocabulary and grammar some small errors: -cause> causes, destroy>destroys Comments Well-done - enough ideas - clear information -good vocabulary -good organization Only one error: - factor make> factor that makes 27 skkn Comments Well-done - enough ideas -Good vocabulary and grammar Only one error: some spelling mistakes at the end of paragraph Comments good writing - short but clear ideas - good organization -good grammar some small errors: Lack of the ending of paragraph; use>using 28 skkn 4.2 The results after applying WhatsApp on offline or online learning 4.2.1 Students’ Ability in Writing Analytical Exposition Text after Using Online Discussion on WhatsApp Messenger (a) Content After using an online discussion on WhatsApp messenger, students could understand the topic better They could explore ideas easily They could also improve their ideas because they could read some views, comment them, and give additional arguments (b) Organization After using an online discussion on WhatsApp messenger, they could determine the topic sentence and supporting sentences They could sequence their ideas systematically They could also develop their ideas to make a good paragraph (c) Grammar After using an online discussion on WhatsApp messenger, students did not have difficulties in determining whether the subject is singular or plural They understood when they had to attach the inflection of –s/-es to the verbs They always attached an inflection of –s/-es to the verbs when the subject is singular They also did not have difficulties in constructing sentences with modal auxiliaries (d) Vocabulary After using an online discussion on WhatsApp messenger, they did not have difficulties in exploring their ideas because they could get new vocabulary items They could improve their vocabularies, so there was improvement in their writing In addition, they could choose appropriate words for their writing (e) Mechanics After using an online discussion on WhatsApp messenger, students had known the use of capital letters Some of them used the capital letter for the subject I They also knew the different uses of comma They always used a comma before a coordinate conjunction, and they did not use a comma before subordinate conjunction In fact, they did not have difficulties in spelling 4.2.2 The benefits of using online discussion on WhatsApp messenger to improve students’ ability in writing To answer the second research question, the researcher conducted one-on-one interviews to four students who got the highest score in writing an analytical exposition text From the results of the interview, the researcher found that the students could explore and improve their ideas about the topic because they read arguments of their friends, commented them, or even gave additional arguments The students also had more time to think about the ideas before giving ideas on WhatsApp group In conveying their ideas, they felt that they had a greater freedom, and they did not have pressure It was different when the teacher asked them to convey their ideas in the class They sometimes felt reluctant to give their ideas For organization of 29 skkn writing, an online discussion on WhatsApp messenger could help students to develop the topic sentence by giving the reasons for each main argument In reviewing their paragraph, they could have peer feedback with their friends, so they could learn grammar not only from their friends, but also from the teacher They also explained that an online discussion could help them understand grammar, especially for present simple and modality So, they could improve their quality of paragraph writing They could also know when they had to put a comma After using an online discussion, they knew that they had to put a comma before a coordinate conjunction Nevertheless, they did not use a comma before a causal conjunction which was placed in the second clause The first question of this study examined the effect of the WhatsApp program on developing students 'punctuation marks As reported above, data analysis revealed that WhatsApp had significant effect on this variable That is due to two main reasons: a The students were interested in using the smart phones in teaching They already used these phones all time in different things; chatting with each other, writing their comments to their friends, sending messages and all of these for free b The idea of feeling free in time and place to learn something new was effective They could write what they wish at any time and place c The second question of this study examined the effect of the WhatsApp program on developing students' sentences structures As reported above, data analysis revealed that WhatsApp had significant effect on this variable The students felt free to express their ideas At the same time, he had the opportunity to correct and editing his writing Also, all his friends' participations in the group were in front of him and handled for free The students in the beginning of the program were imitating each other writing But gradually, they wrote on their own Based on the result of questionnaire sheet, it can be seen that almost the students have positive responses of using WhatsApp Messenger in learning writing in the classroom Punctuation Generating Sentences Lack of Spelling errors errors ideas structures vocabulary 15% 5% 25% 20% 25% 4.2 Comments from students: Students’ perspective towards the use of WhatsApp group in elevating their writing ability the table below shows the results of students’ responses to the use of WhatsApp group toward their writing ability from the view of educational aspects especially during learning the English language, especially writing skill There are nine questions given to the students in the questionnaires The table below shows the result for each item of the questionnaire The detailed results can be seen as follows: 30 skkn No Questions Yes No Do you think that activities or practices from the WhatsApp are beneficial especially for your writing 83.8% 16,2% ability? Does the WhatsApp group make a boundary for 24,3% 75,7% your writing ability? Do you think that learning with the WhatsApp 37,8% 62,2% group is difficult? Does WhatsApp develop your writing ability during 67,6% 32,4% the learning process? Do you think that WhatsApp group creates 83,8% 16,2% interaction among students? Is WhatsApp group chat time–wasting and time – 59,5% 40,5% consuming? Does the WhatsApp group increase your grammar 70,3% 29,7% and vocabulary? Is WhatsApp group an appropriate platform to 70,3% 29,7% develop student’s writing ability? Table Student’s responses to the use of WhatsApp group in writing ability The table above shows the result of students’ perception on the use of WhatsApp group toward their writing ability in the learning process The first question of this questionnaire shows that around 16.2% of students think that activities or practices from the WhatsApp group did not bring benefits because it is difficult to understand However, 83.8% of students think that activities or practices from WhatsApp Group give benefits especially in the writing ability because from the activities students did, the lecturer can give feedback directly after submitting the writing assignment and the students can freely ask about the mistake and how to it properly and correctly It means that WhatsApp can bring a positive impact on the students’ writing ability This result is in line with the interview that the researcher has conducted The second question shows there are 24.3% of students think that the WhatsApp group makes a boundary for students’ writing ability It is because sometimes the material is too difficult and the connection to browse is too poor Moreover, there are 75.7% students stated of the second question which WhatsApp group never made boundary for students’ writing ability because, from the implications on pedagogies, the support of WhatsApp in learning process allows the users direct access to numerous of online resources and more focus on the students’ creativity, autonomy, and their responsibility on their learning The third question reveals that 62.2% of students think that learning using the WhatsApp group is not difficult for students They stated that it was accessible, and they did not find any difficulties to complete the task given by the lecturer and agreed that WhatsApp made their learning process easier than the traditional one 31 skkn conducted in the class However, 37.8% of students think that learning with the WhatsApp group is difficult because students did not understand the material It will be better for the students can ask the question directly to the lecturer and the lecturer explains it Besides that, sometimes students got distracted easily when they are on their phones (Sari & Putri, 2019) From the findings, most students give positive responses to WhatsApp in their writing learning process The students stated that the WhatsApp group gives them positive effects on the learning process and developing their writing ability As it is stated in the fourth question, there are 67.6% of students stated that learning by using WhatsApp can enable students to correct their mistakes immediately It can give a very significant improvement for students’ writing since they know their mistakes and try to make them better Through WhatsApp, students can share their ideas, opinion, or thought in which it can more develop students’ writing ability However, there are 32.4% of students assumed that sometimes there are materials that are tough to be understood if students just read the materials As a result, students need the exact explanation of it 32 skkn III.CONCLUSION From the explanation above, it can be concluded that learning using WhatsApp group in writing can produce positive effects and benefits for the students Students believe that the WhatsApp group can develop their writing ability It is seen from the responses of most students in the writing class who give a good response to this medium Moreover, the students also admit that the WhatsApp group affects the improvement of their writing ability because they can peer correction, give comments, and discuss the topic with others Using WhatsApp can also build interaction among students because they can share knowledge and information Besides, every student has already known how to use WhatsApp well and familiar with it The popularity of the WhatsApp group has been exploited to be an educational powerful medium by learners in any area of language So, it is not difficult to use during the learning process Seeing the result of this research, it can be implied that the use of WhatsApp group can improve students’ writing ability Besides, it can also be an appropriate platform for education in Viet Nam, especially in this COVID-19 pandemic It is hoped that the researcher in the future can develop the research with different settings and samples, so this research can give more insight related to the use of WhatsApp in the teaching and learning process Besides, based on the findings above, WhatsApp technology can also enhance students' active participation in the EFL classroom It can provide students with: a) an opportunity for practicing the language for free, b) more personal and comprehensive relationship between students and teachers, c) a chance for students not to be more sociable only but to learn better, and d) an opportunity for students to relate their opinions to those of others Also, we should make use of modern technology in teaching our students In the past, it was difficult to communicate with our students especially after the class The teacher made great efforts to prepare material and Aids to prepare their lesson With passing time and increasing advance in technology, we should be a part of this technology We should make use of them in our teaching process WhatsApp creates a sense of enjoyment, allowing students to use WhatsApp as a learning tool in informal settings WhatsApp is an exciting medium to consider, as a learning tool as it is mainly associated with informality rather than being in a formal setting Therefore, the use of WhatsApp as a learning tool has a positive impact on the students' essay writing performance as it also helps the students to create their groups to facilitate active and interactive learning It is hoped that the use of WhatsApp will be widely used as it will help generate excitement and enthusiasm towards learning, primarily when it caters to difficult learning situations in writing lessons with the lower proficiency students Nevertheless, WhatsApp has offered a valuable opportunity for the researcher to gain insights and reflections on the teaching of essay writing as it has excellent potential to be used for educational purposes 33 skkn Recommendations: This paper has examined the effectiveness of WhatsApp, as one of the mobiles techniques of language learning, on developing students' writing skills It has concluded that WhatsApp English medium group is very effective in developing students' writing skills as it helps students to develop their vocabulary, grammar, reading comprehension and writing skills, especially for online learning It provides students with good opportunities for practicing English as a means of communication and helps students to learn from each other in an indirect way For this reason, the study recommends EFL teachers to use WhatsApp English medium groups in their teaching of English and to motivate their students to join such groups for chatting and learning 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Multimedia language teaching, Tokyo: Logos International: 3-20 Accessed at http://www.ict4lt.org/en/warschauer.htm (13/09/2011) • (2013, 01) WhatsApp Research Paper StudyMode.com Retrieved 01, 2013, from http://www.studymode.com/essays/Whatsapp-Research-Paper-1364983.htm 36 skkn Book map Content Introduction Content Page Chapter 1: Theoretical and practical background Theoretical background Practical background The situation 13 Chapter 2: The solution 13 Chapter 3: Discussion 23 Effect Comments from teachers and students 28 29 Conclusion 32 Reference 34 37 skkn ... than learning 1.3 The situation 1.3.1 Difficulties in teaching writing skill in online or offline learning in Dien Chau high school: Students'' performance in the writing course in Dien Chau was... students to use WhatsApp as a learning tool in informal settings WhatsApp is an exciting medium to consider, as a learning tool as it is mainly associated with informality rather than being in a formal... to improve 10th students’ ability in writing skill at Dien Chau high school, especially for offline learning? ?? in the hope that my colleagues can apply in teaching and we can discuss more to get