Abstract:The recent spread of technological innovation along with the sophistication of the ICT gadgets have shapped and transformed the realm of learning and teaching including in that of English Language. Alongside, ICT has become more and more inextricable part of human businesses and put a higher level of demand for technological literacy in the part of English learners in order for them to be convident in the digital era membership and participation. This study surveyed 400 high school students as regards: (a) their ICT gadgets perceived ownership; (b) their dayto-day outside and in-school use and; (c) their activities using ICT gadgets for English learning. Findings from the descriptive analyses of the mixed-method study, disclose the positive perception about the gadget ownership. Interestingly, the current study also discovers that there has been a mismatch between the positively perceived ownership of the ICT gadgets and the real day-to-day use as facilitative media for learning, in particular as a useful aids for English language learning. Focusing on the result discussion, issues with regard to discrepancies in the provision of infrastructures and the lack of the support system by school institutions emerge from the FGD analysis highlighting the importance for all decision makers, school institutions, and teachers to consciously start doing something about it. By highlighting the pivotal role of the technology, the researcher suggested a real action for responding to the call for a change in both policy makers and institutonal levels to start integrating the technology into the school curricula.

Peer review studies have been done for years. It has been found that by having these activities, learners will get benefits from the communication with the peer who can give them input to improve their writing performance. Peer review can be done face to face or online.  Face to face peer review is done synchronously where two students are having discussion on their essay, whereas online peer review can be done synchronously or asynchronously. This preliminary study investigates how the application of synchronous online peer review in Academic Writing class can be implemented to help them to do revision and improve their writing skills. The participants of this study is 50 students of academic writing class from two different class.  This is an experimental study where the students were treated to get peer review activities from the software which is uploaded in   web. They did the practice twice with the shuffled questions. This was aimed that they would be ready to give review.  Pre-test and post-test were conducted and Gracian questionnaire to know their learning styles was uploaded in the web for them to fill in order to know their learning styles. it was found out that there are some improvement and there is correlation between their academic skills and the learning styles.

Abstract. Online peer review has been applied in Academic writing classes and it has had a positive impact on the students’ writing skills.  Further study was done to find out the students’ attitudes toward online peer review in online writing classes.  A questionnaire on students’ attitudes was distributed to 43 students in academic writing classes who are practicing online peer review. The statements in the questionnaire cover their attitude towards online peer review in three aspects: affective strategies, writing processes, and interaction ability. The findings show that the students have a positive attitude towards online peer review. They have a positive attitude toward the aspects. However,  the students have a negative attitude one of the statements in social interaction ability. The average students do not see that this online peer review helps them learn about maintaining harmony in pair work.

Peer review activities have been conducted in writing classes and have shown good impacts on the students' writing skills. The purpose of this study is to examine the effects of online peer review activities on students' academic writing performance. The participants were 50 students of academic writing classes. Participants engaged in a number of online peer review practices before they conducted peer review using Google doc. During the peer review, the students could express their ideas as the result of their peer comment and suggestions through the online communication using Google doc. The online peer review could be done both synchronously and asynchronously. The data were collected using a pre-test and a post-test for language proficiency and writing skill. The result revealed that there is a significant increase in their writing score. Both high-ability students and low-ability students show improvement in their writing skills.