Writing scientific articles is a skill that must be owned by a teacher and the usage of Mendeley technology in writing scientific articles is a supporting facility in obtaining qualified scientific papers. Therefore, the execution of training activities needs to be carried out with the purpose of enhancing the motivation, knowledge, and abilities of high school English instructors in the city of Palembang. The activity model carried out is mentoring with the lecture approach, discussion, peer and tutor feedback and assignments. Evaluation of activities is carried out by administering tests and questionnaires as well as monitoring and documenting articles produced by the teacher. The findings of the evaluation demonstrated that the enthusiasm, knowledge, and skills of teacher participants in writing scientific articles increased. However, teachers still have issues using Mendeley as a citation and collaborative tool.

Digital writing tool has been a support in the field of teaching and learning English as it helps modify students' writing into a better composition. Features in Twine as a digital writing tool build students' creativity, and hence it potentially becomes a part of creative writing instruction for EFL students. The purposes of this study were to determine the progression of students' digital fiction writing, the procedure facilitating the progress, and students' perspectives on the usage of Twine as a digital writing tool. A qualitative case study was designed to address the objectives by doing observation, documentation, and interview. The participants were 3 EFL students who took a Creative Writing course in a state university in South Sumatra, Indonesia. Data from observation and interview were analyzed using observation sheet and thematic analysis respectively, while data from documentation were assessed using a creative writing rubric. The findings show that the plot of the students' writing and language use developed from the developing stage to above average, and this was facilitated by the phase of integrating Twine into the lesson such as drafting story, branching story, creating images, audio, and video. Peer and lecturer feedback were claimed to support the students' writing progress. Finally, the students realize that Twine is beneficial for writing stories because it fosters motivation, creativity, and critical thinking.