Self-directed Learning in the Written Composition of Textual Genres via the Mobile Application RE-Write: An Analysis of its Impact on English Learners

Mobile technology and gamification have proven to be effective tools for foreign language learning. In this work, we explore the impact of Information and Communication Technology (ICT) and the use of mobile applications for the development of autonomous learning strategies for improving writing production and interaction skills in English, specifically through the mobile application RE-Write. This application has been designed as a self-learning tool, focusing on various textual genres that serve different social functions. These texts are commonly used in daily social interactions, for example, formal and informal emails or job application letters. For each genre, RE-Write integrates three different resources: (1) a video tutorial where the structure and the prototypical features of each genre are explained and shown through a (2) sample text illustrated with a color code for each of its parts and features, and (3) self-correction activities to put into practice what has been learnt. We have conducted empirical research to analyze the performance of RE-Write as a didactic resource promoting autonomous learning strategies for writing diverse textual genres in English. Our research involved a survey of 87 participants, consisting of 38 males and 49 females, most of whom were linguistically and technologically competent. The study evaluated the effectiveness, strengths, and weaknesses of RE-Write. Among other findings, the mobile application was found to be beneficial for improving writing production and interaction skills in English across various textual genres in an autonomous way. It also helped reduce anxiety associated with writing in English and was noted for its user-friendly navigation.