Improving writing skills abroad Language teaching with ICTs.

1. Mobile learning to improve writing in ESL teaching.

1.1. Emilia, Hermawan and Nurhayati (2008) deduce that the gender approach could make students strong cognitively and personally.

1.2. Gender Pedagogical Approach (GPA): the promotion of writing skills in a second language emphasized the ability to build grammatical structures with coherence, especially in those formal aspects of the text, leaving aside the relationship between the written text and the context.

1.3. Mobile learning: it resembles the acquisition of new knowledge through the use of mobile devices and the effective learning that some cases leave them.

1.4. (Eggins, 2004) The Functional-Systemic Approach: perceives language as a resource to explain, elaborate and build the meanings that are immersed in the cultural and social context.

2. A Mobile-based Learning Tool to Improve Writing Skills of EFL Learners

2.1. Mobile based English learning tool: The errors are divided into two, which are; systematic and unsystematic errors. The first refers to what can be easily described using of a set of rules and those in second place are classified as idiosyncratic and cannot generalize.

2.2. English error analysis Writings created by EFL Students: The study of the way students write provides transparency in the information about errors such as the non-form of the language.

3. Improving Writing Literacies through Digital Gaming Literacies: Facebook Gaming in the Composition Classroom.

3.1. Through didactic games, students achieve greater progress in developing the skill write and become more critical and autonomous.

3.2. Stockwell (2010). “Mobile learning refers to the acquisition of knowledge through mobile devices. This means that learning takes place anywhere and at any time. Apparently, its implementation does not serve as a new way of learning languages, but rather as a complement to specific learning activities in the educational context”

3.3. Through the use of games through Facebook such as; mafia Wars, with this game the students show motivation with their active participation, through these the understanding of the students of the literacies is promoted and composition.

3.4. Cindy Long (2008) found, “The more opportunity young people have to play around online, the more their experience and comfort with technology grows. They’re becoming digital innovators who will increasingly integrate technology into their everyday lives and use it to shape the future” (p. 24).

3.5. Demonstrate commitment, cooperation, ability to solve problems is a triad of qualities that are vital in the composition as well as in games. Through games, they evaluate textual and visual clues that will help them go through the game in order to carry it out, similarly in composition, students they read a text taking into account its multiple literary resources and the contributions that it offers them.

4. Exploring classroom microblogs to refine High school student writing.

4.1. Day after day, large studies have shown that technology can play an important role in incorporating metacognitive skills through write inside the content and getting positive results (Sperling, Ramsey and Klapp 2012).

4.2. Microblogging “active participation of the students with activities to enhance writing and reading through the 'hook' of technology.

4.3. Stephens and Ballast state that writing, “… opens pathways for success, and it is how opportunities are gained or lost”.

4.4. Microblogging or messages, these have the functionality to serve as a main component of social media like Edmodo, an educational space of social networks who uses microblogging for his teaching.