Improving second language learners writing using a linguistic feedback tool (LiFT) / Nur Hidayatulshima Omar and Mohd Khairulfaidz Shamsudin

Writing is one of the skills that is considered difficult for second language learners as they are required to have a certain amount of L2 background knowledge especially the appropriate and accurate use of language or specific lexicon to communicate with their readers better. Previous studies indicate that second language learners' significant writing problems are insufficient linguistic proficiency, including the command over grammar, syntax, and vocabulary. In the teaching and learning context, the ability to write well for a student depends on the amount of practice and the support from the teachers' meaningful feedback. Along with the advancement in educational technology, this study intends to investigate the use of a Linguistic Feedback Tool (LiFT) to improve students' writing by identifying and providing feedback on the use of grammar, spelling, and punctuation. The data were collected from 30 secondary school students using three instruments, i.e. interview, students' essays, and questionnaires. The findings reveal that using a LiFT improves students' English writing quality and minimize errors.