The investigation attempted to explore the influence of flow mind map on writing accuracy and learning motivation at Islamic Higher Education. There were two variables: flow mind map as a predictor variable; writing accuracy and learning motivation as the outcome variables. The study involved L2 participants at higher education in Kalimantan. The participants was 37 students, consisting of two groups: experiment class and control class. A main effect of one way Anova was used to measure an effect of flow mind map on learners’ writing score and learning motivation. The finding revealed that the value of writing accuracy at F (1,36) = 44.861, SS 3591.045, MS= 3591.045, p= 0.000; and the value of learning motivation at F (1,36) = 40.925, SS 2006.600, MS= 2006.600, p= 0.000. The significance value was below 0.050, meaning there was a statistically difference in the mean of using flow mind map on learners’ writing accuracy and learning motivation. It was recommended that language instructor motivate learners during the learning process. Due to the limited number of sample size, the further investigations with broader scope and larger sample size were needed to validate the research findings.

Information and Communication Technology is now becoming an essential part of everyday life of most people in the world. This paper analyzed the main functionalities and tools available in the Moodle platform and their use through lecturer's perspectives at English Department of IAIN Palangka Raya. This study belongs to descriptive qualitative research. In the present study, teachers are expected to implement the Moodle platform of Information, Communication, and Technology (ICT) in EFL classes, and make the Moodle platform of ICT becoming a complement to conventional teaching in EFL classrooms, especially when developing listening, reading and writing skills in English. The results showed that the Moodle platform contains some of the main tools of the standard Moodle platform like assignments, chats, forums, news and quiz/survey. The most the student's purposes of the use of the Moodle platform were 'download materials', 'news' and 'deliver assignments', and the most used information materials are 'texts' and 'slides'.

This research is to measure the effect of focused and unfocused feedback on second language (L2) learners' writing accuracy with involving gender and learners' cultural background factors. The study applied a pretest-posttest quasi-experimental design. The participants were 128 learners at IAIN Palangka Raya, Indonesia. During the learning process, the first treatment group was treated using Focused Direct Feedback; the second treatment group was treated using Unfocused Direct Feedback, and the control group was not given any treatments or No Feedback. Data were analyzed using a three-way ANOVA analyses. The analysis confirmed that the focused direct of feedback gave a facilitative effect on the learners' writing accuracy. In terms of gender, the learners' writing accuracy differed significantly different between males and female. In terms of cultural background, the learners' writing accuracy did not differ significantly among each ethnics. There were no differences significantly on the learners' writing accuracy caused by gender and the types of corrective feedback factors. There were no differences significantly on the learners' writing accuracy caused by cultural background and types of corrective feedback factors. There were no differences significantly on the learners' writing accuracy caused by gender and cultural background factors. There were no differences significantly on the learners' writing accuracy caused by gender, cultural background the types of corrective feedback factors. To conclude, it was noted that gender and different types of feedback had a vital thing in increasing learners' writing accuracy. Corrective feedback was important for both the teachers and learners in L2 writing class.

This research is to measure the effect of focused and unfocused feedback on second language (L2) learners' writing accuracy with involving gender and learners' cultural background factors. The study applied a pretest-posttest quasi-experimental design. The participants were 128 learners at IAIN Palangka Raya, Indonesia. During the learning process, the first treatment group was treated using Focused Direct Feedback; the second treatment group was treated using Unfocused Direct Feedback, and the control group was not given any treatments or No Feedback. Data were analyzed using a three-way ANOVA analyses. The analysis confirmed that the focused direct of feedback gave a facilitative effect on the learners' writing accuracy. In terms of gender, the learners' writing accuracy differed significantly different between males and female. In terms of cultural background, the learners' writing accuracy did not differ significantly among each ethnics. There were no differences significantly on the learners' writing accuracy caused by gender and the types of corrective feedback factors. There were no differences significantly on the learners' writing accuracy caused by cultural background and types of corrective feedback factors. There were no differences significantly on the learners' writing accuracy caused by gender and cultural background factors. There were no differences significantly on the learners' writing accuracy caused by gender, cultural background the types of corrective feedback factors. To conclude, it was noted that gender and different types of feedback had a vital thing in increasing learners' writing accuracy. Corrective feedback was important for both the teachers and learners in L2 writing class.

The research attempted to measure the variables predicted to be the factors contributing to the success: Motivation (x1), Teaching Method (x2), Discipline (x3), Learning Style (x4), and Learning Atmosphere (x5). The study applied expost facto design. It recruited 30 participants. The multiple regression analysis was used. The finding highlighted that that F (5, 24) = 77.736, p=0.000. It was stated that all five variables simultaneously gave effect to learners’ writing achievement. The higher all variables perceived by the learners, the higher writing achievement would be. Then, the R value was 0.970, indicating a high correlation amongst the varables. The result of R2 was 0.942, meaning that the overall regression of variables gave contribution to learners’ writing achievement about 94.2%. Meanwhile, each variable: Motivation (49, 63%), Teaching Method (26.02%), Discipline (5.77%), Learning Style (-3.13%), and Learning Atmosphere (18.74%) gave contribution to writing achievement.