introduction
Computers have a profound effect on all aspects of language learning and teaching and can be used in developing writing skills. In this unit we discuss the use of computer to develop writing skills. The unit consists of three sections, and in each section there are three sub-sections. The first section deals with the basics/ fundamentals of a computer such as main components, multimedia devices (hardware) and Internet, web-resources (software). In the second section you have to deal with word processor and its various uses for developing writing skills such as composing,/drafting, writing, revising, editing, spelling check. The third unit deals with email communication and how it helps in developing communicative skills especially writing skills. Since this unit is mostly practical oriented, it will be useful if you have access to a computer with word processor.

Writing is one of the important skills that is often neglected by students. Developing this skill is a big challenge to the teachers as Tangermpoon (2008:1) said, “it requires writers to have a great deal of lexical and syntactic knowledge as well as principle of organization in L2 to produce good writing.” To be successful in ones career, every student should work on improving writing skills. This paper discusses the development of writing skills through CALL with reference to Study Skills Success (SSS) software.

background of the studies The 21st century has seen drastic changes where multimedia technology and use of computers, online resources, audio and video inputs became necessary to face the challenges in ones career. The use of CALL (Computer-assisted Language Learning) systems in language learning programmes represents a shift of pedagogical methods from a traditional teacher-centered approach to a method that is more versatile and student-centered. (Gonzalez, 2003). In the last ten years educational circles have witnessed a dramatic shift from seeing the computer as an adjunct or source of supplementary educational material to treating it as a platform where effective teaching/learning can be promoted. (Warschauer, 1996).

Computer-assisted Language Learning is often considered as an approach to language teaching and learning in which the computer is used as an aid to the production, substantiation and evaluation of material to be learned, usually including a significant interactive element.

Learners are given freedom over their own learning process so that they can decide when to repeat the questions, exercises or sequences based on their own progress. Grammar practice, communication activities and vocabulary enhancement can be acquired with ease and enthusiasm. Word-processing programmes transform the computer into a sophisticated and flexible writing aid that can improve learners' writing skills and their attitude toward writing. The main principle of word-processing programmes is based on the ability to manipulate text freely. By writing text into the memory of a computer, the writer can play round with his text until entirely satisfied. The word-processor provides useful practice for guided and free writing. Vocabulary, grammar, punctuation and reading tests have an obvious relevance to the sub-skills that are needed for writing. (Duber, 2000)Cancel reply Word processor, in this case MS Word, offers some handy tools under its Tools menu which can be applied in improving writing skill. For examples:
Spell checking: it tells the users that the word is incorrectly written, so it can build their vocabulary power.
Grammar checking: it checks for what seem to be simple grammar errors and gives the users list of possible suggestion about the grammar of text in the document. It is one of the most important features as it can be taken by the users as a learning media.
Thesaurus: this feature can help the users finding out the right words to choose because it suggests other word with a similar meaning to the word the users selected.
Dictionary: it is used in language learning as a resource and the users can use this resource for developing language skills especially writing skills.
Synonym and antonym: Supplying synonyms and antonyms can be dealt with very neatly by requiring learners to match items from lists of words”, says Ahmed et al (1985:108).
Study Skills Success (SSS) software:
Writing includes skills that are required to write an essay. It is both useful in academic examination and course work. The unit focuses on discussing essays including IELTS.

theoretical framework erik erikson's seven stages of psychosocial development

Like other seminal concepts, Erikson's model is simple and elegant, yet very sophisticated. The theory is a basis for broad or complex discussion and analysis of personality and behaviour, and also for understanding and for facilitating personal development - of self and others.

The main elements of the theory covered in this explanation are:

Erikson theory overview - a diagram and concise explanation of the main features of model.
The Freudian stages of psychosexual development, which influenced Erikson's approach to the psychosocial model.
Erikson's 'psychosocial crises' (or crisis stages) - meanings and interpretations.
'Basic virtues' (basic strengths) - the potential positive outcomes arising from each of the crisis stages.
'Maladapations' and 'Malignancies' - potential negative outcomes (one or the other) arising from each crisis stage.
Erikson terminology - variations and refinements to names and headings, etc.

significance of the study this study focused on what is the importance of computer in developing writting skills and what the computer can provide to the proffessors, instructors, journalist, writter and most especially to the students of this generations.

hypothesis there is no relevance the computer in developing the writting skills

conceptual framework input importance of the study society: school: teachers: journalist and writter: computer users: students: other researcher:

scope and delimitation this study conducted at bulacan state university on april 22, 2014 and the prospective respondents are 100 with the different profession, this study will end on ____________

statement of the problem at the end of this study the researcher will answer the following problem.
a. does computer help the students in developing their writting skills? ( if the respondent answer YES proceed to letter b and so on, if they answer NO the interview will stop.)
b. what does computer offered to help the students in developing their writting skills?
c. what does computer application provides to help the students in enhancing their writting skills ?
d. does different browser help them in developing writting skills?( if the respondent answer YES proceed to letter e, if they answer NO the interview will stop.)
e. what browser that help the students to enhance their writting skill.

definition of terms

computer writting skills devoloping/enhancing chapter II related study and literature foreign study
Whereas Papert views technology as a tool that can open a childs mind to new ideas and allow children to explore ideas in such a way that their intellectual curiosity is ignited, the authors of the No Child Left Behind act conceived of technology as a tool to help students master a predefined body of knowledge and skills.Whereas Papert envisions students working with computer in order to open vast expanses and to identify avenues within those expanses for exploration,NCLB conceives of computers as vehicles that carry students down pre-paved road of content knowledge and basic skills.Whereas Papert envisions the student controlling computers , NCLB control of how students use computers to achieve this curricula-based standards.Finally, Whereas Papert believes that technology will reform education toward higher order, problem based learning and thus develop skills seek to improve what are the currently doing to help students develop mastery of a discrete body of content which is measurable by standardized test it is as if what is measurable on a standardized test is defining effective technology use.
Despite considerable debate as to the impact computer use has on student learning, there is a growing body of research that suggest that the impact is generally positive,particularly in the area of writing (Goldberg Russel and Cook,2003) the research on computers and writing suggest many ways in which writing on computers may help student produce better work. Although much of this research was perform before large numbers of computers were present in schools, formal students report that when student write on computer they tend to produce more text and make more revisions. Studies that compare student work on produce on computers with work produce on paper find that for some groups of students writing on computers also has a positive effect on the quality of student writing. This positive effect is strongest for students with learning disabilities, early elementary students, and college students additionally. When applied to meet curricular goals, education technology provides alternative approaches to sustaining students interest. Developing students knowledge and skills. And provide supplementary materials that teachers can use to extend student learning as one example, several studies have shown that writing with computers can increase the amount of writing students where perform. The extent to which students edit their writing (Dauite,1896 Etchinsan, 1989; Vacc,1987). And in turn leads to higher quality writing (Hannafin & Dalton.1987; Kerchner & Kistinger, 1984: Williamson & Pence, 1989). More recently, a meta-analysis of studies between 1990 and 2001 also shows that the quality of student writing improves when students use computers for writing over an extended period of time (Goldberg et al.,2003).
Word processing on the computers give students an opportunity to improve their writing skills students can write drafts quickly, revise them easily, and save anything they have written. Studies (Bangerts-Drowns,1993; Cochran Smith,1991; Goldberg Russel and Cook,2003) have shown that when computers are used for developing writing skills students make more revisions during writing and before the final draft than those using paper and pencil. Students using computers for writing produce longer products and more often shared their writing with one another during the process. Overall, Goldberg Russel and Cooks (2003) meta-analysis of research on the effects of computer on student writing revealed significant positive results for both the quantity and quality of student writing when computers were used as tools for developing writing skills.
Using computers as tools for writing is not just for older students Vanleeuwen and Gabriel's (2007) study of computer used for writing with first graders indicated that even young authors enjoy and benefit from this tool. With this children, the quality of writing was comparable to paper and pencil products, but the products generally were shorter. More students-student interaction took place and was accepted as they ask one another for spelling and computer help. Students chose to use pre-writing webs and plans less of ten,possibly because computers make editing a document a relatively easy process. Even thought students used fewer planning aids , they did more reading and re-reading while composing than they typically do with handwritten documents, different tools and means of producing writing provide different types of opportunities and challenges for developing and enhancing writing techniques and strategies.