Abstract

The present research aims to discover the results of the activities of creative writing skills on the ability of the students at the school level in story writing. Randomly selected models of a total of sixty students from the 10th A section were taken as a controlled group and a group of experiments is taken from students of the 10th B section in this research from Government Naz Pilot Higher Secondary School Khairpur. The data attained from the outcome of the activities of creative writing which continued for two months was calculated with “The Scale of Story Writing Skill”. The results showed that the skill of writing a story has a major variation in the students' scores in the post-test of the group of the experiment and the control group. Furthermore, the activities of creative writing skills are helpful as compared to usual writing education in developing the skill of story writing.

Key Words

Creative Writing skill, Impact of Picture Series, Secondary level, ESL students, Controlled & Experimental Groups, Pre-test & Post-test

Introduction

The process of writing is very complicated in which many activities of meta-cognition happen for example, brightening the ideas, scheduling, making outlines, managing, sketching, and improving (Lashari, Umrani & Buriro, 2021). The aspects of cognition possess particular consideration, as researchers have made an effort to identify the thinking ability of students' basic works (Hayes & Flower, 1986). The process of getting writing skills is complicated particularly for those who have to write in an unfamiliar language in their educational background (Imran, Kazimi, & Lashari, 2022). The process of writing is considered the most complicated and complex ability of some languages to be got by comparing to other skills listening, speaking, and reading of the language. “Creative Writing (CW)” is a chronological attempt to care for an activity of creativity instead of understanding (McVey, 2008). Recognition of the writing process is very important and writing is not an inborn capacity but it is an ability of cognition. The ability is obtained during the schooling years (Khan, 2011). In fact, English is taken as a secondary tongue in our educational system (Lashari, Mashori, Abbasi & Talpur, 2017; Amur, Bukhari, & Lashari, 2023).  The skill of writing is essential here, throughout the entire era of learning, learners face huge complexity while uttering about them in simple English in their schools. The degree of text is accessible for useful coaching in the creative mode of writing in a group of students (Kandhro et, al. 2019). The instructors, who provide the students areas of their selection, assist the students to be absorbed in their work of writing. As a result, the senses of words and thoughts are obtained extra strongly and their accents echo with conviction (Saleem & Haider, 2019). They formulate creative text amusing that inspires their thoughts as well as gives confidence to their work. The innermost argument of the current research is that instructors, who have the skill of creative writing and put in writing artistically, are superior instructors. It is immediately needed that the programs of education for teachers should labour in the way. Classroom coaching is not independent in Pakistan with respect to reasons such as syllabus and evaluation (Samejo, Lashari, & Mahar, 2023; Magsi, Khaskheli, Soomro, & Lashari, 2023). Besides, instructors are dependent; without the consent of the authorities, they cannot educate independently (Suhag, Lashari, Malik & Memon, 2017). Especially, the obligation of a dictatorial syllabus and strongly identified system of evaluation has disputed instructors' specialized independence and lessened their creativity (Saleem & Haider, 2019; Suhag, Lashari, Malik & Memon, 2017). In this situation, the research is planned to achieve the target of developing creative writing among the students of secondary-level students. The study contracts with the coaching of creative mode in writing skills in a Pakistani group of students and has in mind the Pakistani instructors' views about coaching. The mentioned situation is suitable for coaching creative mode of writing in a group of students in Pakistan.




Statement of the Problem

Majed, & Muhammad (2020) indicates that the writing process is extra confusing than it appears because  it includes many elements such as spelling, punctuation marks, applying orthography correctly and applying words appropriately in a suitable way. Media may consist of text, graphics, animation, pictures, video, and sound (Abbasi, Lashari Kumar & Rathore, 2019). The deficiency of facilities for decent learning is a large barrier to the growth of writing skills in public schools and the growth is slower than expectations of government. Writing skill does not achieve the expected level as planned to launch in institutions (Bukhari, Kalhoro, Lashari, Soomro, Batool, & Amur, 2023). Pictures provide curiosity, inspiration, and a sense of the background of a language and definite allusion spot or motivation. All the levels of words, talking, syntax, writing and literary gatherings can be devised through the application of a series of pictures. This will improve the level of writing skills of the students. Hence, in order to address such a situation at the study location, the present study examined the impact of picture series on ESL students' creative writing.




Research Question

The study is based on questions given below.

? What are the effects of using the picture series technique on ESL students' writing?




Significance of the Study

? The implication of the research appears as the reality that it is fresh research, according to the researcher's knowledge, to be done on the ground of coaching writing skills in the English language. 

? The research may be important for instructors of the English language in making plans to put into practice fresh methods, actions and techniques to improve students’ ability to sentence writing. 

? Inspiring and stimulating learners to apply tools such as pictures making better their ability of writing. 

? Supporting course designers adjust, arrange and improve the curricula of the English language with different directions, methods and actions for coaching founded on students' requirements and technology.

Review of the Literature

The literature reviews are very advantageous it helps in providing complete indications of the research context and unveils what earlier has been done (Maitlo, Tumrani & Farhat, 2023). This part of the article comprises the previous studies on the process of writing, the importance of the visual ads and picture series, and how these visual ads and picture series are effective in learning and helpful for ESL students in developing creative writing skills.




The Process of Writing Skill

If there is no language then humans are like animals so they communicate in verbal or none verbal way (Maitlo, Tumrani & Ali, 2022). In the standard English language writing is considered an essential  linguistic skill (Siddiqui, Lashari & Soomro, 2023), it is used as a second communicating tool, it is  also used in publications, assignments and exams (Ahmad, Farhat, & Choudhary,2022; Ahmad, Iqbal &  Rao, 2023; Lashari, Umrani & Buriro, 2021). The process of writing skills is multifaceted. It can be  described as a change in nature; an everlasting change in manners over time and this is done partially by  the awareness of the writing process. Learning can become a result of freshly gained proficiencies,  standards, awareness, information, reality, and fresh knowledge of nearby (Ajia, 2018). Getting writing  skills can be emphasized with dissimilar coaching/acquiring sources since they stimulate, inspire and  concentrate on the interest of students during the process of instructions. Learners are trained to get the  knowledge of writing from textbooks by heart in the classroom as discussed above (Rehman, Lashari, &  Abbas, 2023). It is similar for all classes when they write a story or an essay. They are not  persuaded to write down their own tales by applying some type of technique. They are not aware that  'creativity' means to make something original. Though, if creativity in writing skills is educated  successfully, it can give inspiration and confidence to the students (Khan, 2011). 

The coaching of creative writing is limited to the coaching of classical literature English language in Pakistan as the poetry of Wordsworth, Keats and Coleridge, the Shakespearian dramas and Charles Dickens’ novels. Instructors do not instruct literature mostly; they coach about the literature in the classroom (Simming et al., 2015). It is powerfully recommended that techniques applied for initial language gaining should be applied to the learning of a second language (Lashari, Umrani & Buriro, 2021). Writing skill is being educated yet through the GTM (Grammar Translation Method) which is not taken as the students’ linguistic requirements. It is discussed that GTM is applied to coach writing skills in Pakistan. Such skills are not effective for coaching the learning of writing skills in which the ability to communicate and creativity are neglected and a huge pressure is placed on regulations and exemptions of the English language (Khan, 2011). The requisites of the learners are that they should be educated that writing is an ability which may connect the writer with concentrating, thinking, mapping, arranging (Siddiqui, Lashari & Soomro, 2023), and modifying to make a man-made article that is right to its outline, function and viewers (Khan, 2011).




Visual Aids Useful for ESL Students

Visual aids are the tools which are applied to persuade learners' process of learning in classrooms and do it trouble-free and inspiring. These are the best device for forming coaching efficiently and the best distribution of information. These aides are significant in the system of schooling. Research by Shabiralyani, (2015) showed the psychological effect of visual aids as, learning through taste is 1%, getting through touch is 1.5%, acquiring through smell is 3.5%, getting through hearing is 11% and acquiring through sight is 83%. People generally remember that learning through reading is 10%, learning through hearing is 20%, learning through watching is 30%, learning through hearing and watching is 50%, learning through saying is 70% and learning through doing is 90%. Therefore, it is clear that technical tools keep a huge effect and are actively useful systems. A Chinese famous proverb tells us that sight is heavier than one hundred words (Shabiralyani, 2015). In fact, we obtain information from our mental powers. Another maxim tells us that we forget if we hear, we remember if we see, and we know if we do something. It implies that the application of visual aids constructs coaching of learning procedures extra efficiently. Visual aids are chosen matters that may be nearby formed or commercially shaped. These are coaching devices similar to radio, television and projectors of all types with sound qualities. The programs on radio and television give some other helpful resources for learning. Likewise, films are better resources for common coaching/acquiring. With the help of these aids, learners keep in mind significant knowledge and coaching/acquiring resources are the next turns. When these are applied exactly, they aid attainment and get the concentration of learners. They can be helpful in the support of a matter, and the combination of both visual and audio is extra effective above all since the two main senses are engaged (Holender,1986).




Some Related Previous Studies

Pratiwi (2017) conducted research on 165 students of the 11th class in Palembang in 2016-17 for the purpose of recognising applying a pictures chain that can enhance the students' ability of writing, the results of the study exposed that the pictures chain approach provided improvement in the students’ writing ability. Noermanzah & Abid (2018) conducted research for the purpose to describe the development of writing headings narrative applying living things’ media images in the class. The sample size of this research was 29 students 18 male and 11 female students. The results showed that images and pictures are improving students writing ability. Listyani (2019) conducted research on the usage of visual images and their role in promoting students writing capacity and ingenuity. The results showed that images and pictures have positive effects on the writing skills of the students. Many other researchers conducted their research on this topic but there is no single research which highlighted this problem in the best way in our country Pakistan, especially in the province of Sindh. So, we decided to conduct research on this topic by selecting our own district Khairpur Sindh Pakistan.

Methodology and Design

This section of the present article wraps the realistic facets along with the process of the research. The techniques employed by the researchers to attain the aims of the research are called research methodology (Ahmad, Maitlo & Rao, 2022). It gives a whole report of the method of the research; research design, the population, the sample, the instrumentation, the description of the study tools, validity and reliability.

The quantitative approach is more suitable for this study because it has predetermined research questions and fixed independent and dependent variables i.e., instructional mode and their effects respectively. The research employed a quasi-experimental methodology. It was experimental research that involved a control and experimental group of participants in it.  The researchers employed a quasi-experimental method instead of pure experimental. In this quasi-experimental project, the researchers applied a statistical plan to inspect the results of “Picture Series Learning (PSL)” in secondary school students’ ability of writing skills. The preliminary assessment of this research project showed that the Quantitative research method would be more suitable than the qualitative to examine the research questions of the study. A random selection for the present study was also not possible because the authority of Government Naz Piolet Higher Secondary School Khairpur city divided the students into different sections consisting of thirty students each at the time of their admission to the school. The authority of the school did not allow any change in their classes for the researchers. Therefore, they had to conduct their study as per the availability of the subjects. The students of one section were made investigational cluster and the learners of the other section were taken as controlled cluster.




Population and Sampling

The study was performed on sixty students of secondary level of Government Naz Piolet Higher Secondary School Khairpur city. All the students studied in the same grade and were from 13 to 16 years old. All of the learners were male students. As per the results of their admission test, their level of understanding and writing proficiency were almost the same. English was one of their major subjects. For the experiment, the students were arranged into two clusters, each had thirty participants i.e., controlled one and investigational clusters. The number of participants in each group was sufficient as Frank & Smith (2011) suggested that the suitable size of the sample for experimental and causal-comparative research is at least 20 participants for both of the groups i.e., experimental group and controlled group of the study. After dividing the students into two groups, two different teaching methodologies were used to teach them i.e., by showing picture series and traditional discussion method. There were many sections of secondary students in the school and every section consisted of thirty students. Sixty students from both sections were selected randomly for the research. One cluster was taken as a controlled cluster and the other was taken as an investigational cluster.




Development of Material

The designed lessons for the selected students 

of the research were according to their subject, age and grade. The materials of the course were accumulated according to the students' level. The course materials and the time of the class in the school for the two groups were the same but the methodology of teaching was different.




Control Group and Experimental Group Lesson Plans

The lesson plan for the Control group is set according to the timetable of the class. The lesson plan for the control group is attached (Appendix B). The teacher starts class with questions to get students' attention and then a conversation relating to story writing. He introduces them to writing about the given idea and shows them a practical process of story writing in front of them on a whiteboard. Then the teacher gets to practice them to write a story under his supervision. The teacher observes the students' work and guides the students one by one to write a story according to the sketch of the selected pictures orally and gives them feedback after they have solved the exercises. The participants are guided to write stories by showing them picture series at the school level with the same home assignments. They are encouraged and appreciated to take part in the activities of story writing through visual scenes of picture series. For this purpose, the teacher directed them to use “Writing Comprehension” at school as well as at home. The students of the controlled group are taught in the classroom in a traditional instruction style for half an hour daily regularly for two months from 1st April 2023 to 31st May 2023.

The experimental group studies the course contents by means of selected pictures. The lesson plan for the experimental group is attached (Appendix C). First of all, the student’s readiness is mandatory. The researchers get their attention by addressing them, by telling them some effective information, sometimes by storytelling verbally, sometimes by telling them jokes and sometimes by sit stand activity. The selected students are motivated by the researchers to make them ready for their active participation in the introduced activity i.e., story writing by reading picture series. The teacher teaches them to write a story from a picture series from the selected picture series and gives feedback on the solved exercises to the learners. The whole activity introduces through the continuous interest and inspiration of the students. The participants of the group are directed and provided by the teacher to solve one exercise from home. The duration of class at school is 40 minutes daily from 1st April 2023 to 31st May 2023. The experimental group was taught with the help of picture series in order to become proficient in English writing comprehension. The participants are guided to write stories by showing them picture series at the school level with the same home assignments. They are encouraged and appreciated to take part in the activities of story writing through visual scenes of picture series. For this purpose, the teacher directed them to use “writing comprehension” at school as well as at home.

The Instructor and Activity Selection Criteria

The instructor (first author) who taught the two groups was the teacher of the English language. The instructor was already aware of conventional and picture modes of instruction which were used in the study for teaching subjects. Furthermore, the researchers with the help of the principal of the school explained all the steps, lesson plans, activities and the whole process of research to the instructor who followed them properly. The instructor selected different activities to be performed by the subjects of the two groups in order to make them learn the skills of story writing including; arranging words and making well-formed sentences. The participants of both groups were provided with coaching in sentence structure, arranging sentences, describing the visual scene through words and explaining the visual scene in the given picture series. They were given basic training in making sentences correctly for story writing. The participants of the experimental group learnt to write sentences to make a story and solved the exercises of the picture series provided by the researcher additionally which were taught to the control group in traditional teaching.




Research Instruments and Tools

Research instruments are the means to collect data for analysis. Instrumentation has a significant part in the procedures of conducting research especially because it helps in collecting accurate figures from the research contributors (Ahmad, Shahid & Farhat, 2023). For this purpose, the current research, a writing comprehension test (WCT) along with a questionnaire enclosed (see Appendix-A) was adapted from Gutiérrez, (2015). The "Writing Comprehension Test” was applied in the research as a pre-along with post-test (Appendix-A) for data collection. The adapted questionnaire consisted of a series of twelve pictures and explaining the very picture, a story is formed. The researchers applied two tests for gathering data. In the first examination, learners were assigned for writing a text by applying a series of pictures method to find learners' ability in writing a story with basic data earlier than the coaching session. Post-test was arranged to assess general development and contrasted scores of people. The learners' writings were checked with respect to these major orders: reasonable order, exposing of thoughts, sentence structure and grammar, words and formation of words. Pre-test and post-test in the shape of creative writing were used as tools to calculate learners' ability of writing. Correctness is the capability to stay away from mistakes in presentation, probably showing grip with power in creative writing. Smoothness "concerns the capacity of the learner to form the skill of language in real-time without lethargy or hesitation. It is likely to rely upon more lexicalized modes of communication as the pressures of real-time speech production are faced only by avoiding excessive rule-based computation" (Skehan & Willis,1996).




Data Collection

The pre-test was planned to discover existing participants' ability of writing and it was applied in the first step. It was concentrated on the constituents of story writing; reasonable order, exposing of thoughts, sentence structure and grammar, words and formation of words. Learners of both clusters were told to compose a story in the past tense. It was related to an imaginary personality and how he had spent his previous weekend (Appendix-A). Learners were told to brainstorm thoughts for the work of art, words, qualities for illustrating personalities with positions, action words shown through the character in a series of pictures, and conjunctions for their needs. The Experimental group was given picture series for teaching purposes, unlike the control group. One time the clusters completed a pre-test; researchers came forward to gather data along with got scores statistically.




Data Collection Process

Firstly, a pre-test was arranged for checking the existing ability of learners' writing skills. Later than arranging the test, it was known that learners had an actual need for betterment in writing skills. A model of the pre-test is attached in Appendix-A and the sample is applied as a post-test. Having in mind the outcomes of the pre-test, the main spots were memorandum. The researchers observed that students were weak in using particular words in their sentences appropriately even if they knew their meanings because they were not taught writing skills with reference to the context. The researchers found that students made sufficient mistakes in spelling. Applying words into sentences was a portion of the writing test where students obtained minimum marks as they were not familiar with this type of situation and no proper guidance was provided to them earlier in this regard. No proper attention was paid to their writing skill. The participants of the experimental group on the whole showed average scores while the students of the control group showed average and good scores also. The performance of the controlled cluster was rather better than the investigational cluster. That's why participants needed special training, guidance and care on behalf of the researcher. Secondly, the investigators performed an investigational coaching plan in Government Naz Poilet Higher Secondary School Khairpur.

The course is named a particular course for building up story writing skills with visual aids. The duration of the course was two months. Pupils were provided personal consideration and permission of liberty to do their educational actions. A lot of actions were used like; whiteboard, newspapers, pictures, teamwork, role-play, brainstorming etc. Primarily the investigator started by coaching story writing on the base of selected picture series except in dissimilar ways i.e., individual description, one-to-one question answer, pair work, group work and group competition. Gradually, its scope was extended through interactive activities and personal experience by giving examples of different people. Thirdly, a post-test was arranged by the researchers. The students were guided and given teaching hints to compose a story relating to the visual sites of the picture. The test was arranged to calculate the usefulness of abilities along with methods applied in the winning achievement of investigational coaching. The posttest is enclosed in (Appendix-B). The post-test was the same for both groups.




Data Analysis Techniques and Ethical Issues

To find responses to the questions of research, data from tests were analyzed using statistical means in order to compare the results of the two tests. T-test applied for data analysis. The findings of the tests were analyzed in descriptive ways. The major responsibility of every researcher is to take permission for the conduction of the research from the competent authority. The authority should have knowledge about the function and the significance of the study and its outcomes. Therefore, to meet the ethical values in the context of research, earlier than the beginning of the study in the school, the investigator found permission from the worthy principal of Government Naz Poilet Higher Secondary School Khairpur. Furthermore, the subjects and the concerned teachers and authorities were promised that the outcomes of the research will only be employed just for research purposes moreover everything pertaining to this research will be confidential.




Reliability of Findings

If the results and the procedure of a study are observed and reviewed by some expert, its authenticity becomes more reliable and the chances of biases and errors are reduced to the possible extent. Pandey (2014) argues that the outcomes and process of the research must be viewed by some specialists for validity. This was the reason that, during the research and at the end of the experiment, a peer review was conducted by the researchers and the opinion that the treatment of Picture Series on the experimental group was successful because it was well organized and well planned.

Data Analysis and Discussion

The research was performed to examine the productivity of “Picture Series Learning (PSL)” on writing comprehension at the secondary level. The researchers formed the following research question for this purpose: “What are the effects of using the picture series' technique on learners' writing skills?” For finding the solution to the research question, the researchers piloted an experiment and collected the data with the help of research instruments i.e., a test “Writing Comprehension Test (WCT)” (Appendix-A) that was used as a pretest and posttest for the subjects of the two groups of the study.

 

Pre-test Results

An independent sample of the t-test was applied to contrast the scores of the controlled group with the investigational cluster on the pre-test. Following are statistical data of the pretest.




 

Table 1

Group Statistics of T-test for Pretest.

Group Statistics
	Study group	N	Mean	Std.Deviation	Std.Error Mean
Test Score (Pre-test)	Experimental Group	30	23.8	3.178	0.58
	Control Group	30	21.87	6.185	1.129

 




On the basis of the findings of the pretest which have been presented in Table 01, it can be finished that no major dissimilarity was in the mean scores of clusters of the experiment (M=23.80, SD=3.178) and that of the controlled group (M=21.87, SD=6.185) on the pre-test? t (58) =1.523, p =0.133.




 

Table 2

Independent Samples Test for Pre-test.

			Test of Independent Samples
	Levene's Test for Equality of		t-test for Equality of Means
	Variances
	F	Sig.	T	Df	Sig.(2-tailed)	Mean Difference	Std. Error Difference	95% Confidence Interval of Difference
								Lower	Upper
Variances assumed	10.501	0.002	1.523	58	0.133	1.933	1.27	-0.608	4.475
Assumed			1.523	43.31	0.135	1.933	1.27	-0.626	4.493




The statistical data in Table 1 and the p-value of the Independent Samples Test in Table 02 indicate that no major difference was in the mean scores of the students of both groups. So, it can be concluded that, before the treatment of the mode of instruction, the writing proficiency of all the students was almost the same and no major variation in it.

 

Post-Test Results

To address the very first question of the research pretest, a posttest was provided to subjects and collected statistical facts which were analyzed with the t-test technique with the help of SPSS. The data were collected to check the effects of PSL on the writing comprehension proficiency of ESL learners at the secondary level in a school in Khairpur.




 

Table 3

Statistical differences between the groups on the post-test.

Statistical Difference
	Study group	N	Mean	Std. Deviation	Std. Error Mean
Test Score	Experimental group	30	39.1	2.67	0.487
(Post-test)	Control Group	30	35	4.433	0.809

 




On the basis of the findings of the posttest which have been presented in Table 03, it can be concluded that a major variation was in scores of clusters of experiment (M=39.10, SD=2.670) and controlled group (M=35.00, SD=4.433) on the post-test? t (58) =4.339, p = 0.000.




 

Table. 04

Independent Samples Test for Post-test

Test of Independent Samples
		Levene's Test for Equality of		t-test of Means Equality
		Variances
		F	Sig.	T	Df	Sig.(2-tailed)	Mean Difference	Std. Error Difference	95 % Confidence Interval of Difference Lower             Upper
	Equal variances assumed	6.535	0.013	4.34	58	0	4.1	0.945	2.209	5.991
Test Score (Post-test)	Equal variances not assumed			4.34	47.59	0	4.1	0.945	2.2	6

 




The results suggest that picture series learning really does have a positive result on writing comprehension. Specifically, the results in the present research indicate that blended learning-aided instructions significantly enhanced learners' writing comprehension at the secondary level.

 

Discussion

The study plan was tried at establishing whether the technique of pictures series could get better skills of the narrative writing proficiency of the group participants. The examiners affirm that the members illustrated a clear enhancement in their skills of writing as an outcome of the completion of story writing on the base of analysis of data and its results. While analyzing the initial test, participants showed their problems with writing skills. The technique of picture series in teaching story writing skills verified useful technique. It is obvious that picture series proved as an effective tool in developing story-writing skills among 10^th graders. The achieved results of the research expose that matters which were handled with a series of pictures got better performance from the controlled group who applied the fundamental form of procedure of writing skill. The examiners wind up that teaching with the technique of picture series did better development of writing skills on the whole. The following debate about the results will favour the above report and explain the consequences of the analysis of data.

Conclusion

The present research was an effort to study the effects of “Picture Series Learning (PSL)” on learners' writing comprehension. Writing comprehension is a very important skill in language. Therefore, it must be given more importance. The use of technology with the traditional methods of instruction improves the reading proficiency of learners and gives better results as compared to face-to-face methodology only. Picture series learning makes the process of language learning more enjoyable and easier for learners. Pakistani students face many problems in the field of writing comprehension. This problem can be settled with the help of picture series learning. The findings of the pretest and posttest indicated that, after the treatment of picture series learning and traditional teaching methodology to experimental and control groups respectively, the students who were taught with picture series learning secured better scores than the control group. English language learners can enhance their proficiency in writing comprehension using picture series learning. The learners can also learn and improve their skill of writing at a place and time of their ease and choice with picture series learning mode. Picture series learning provides both the students and teachers with easy access to the material and prompt feedback. In the picture series learning mode of instruction, the learners enjoy the facility of picture series learning as well as a face-to-face mode of learning. The crux of the whole discussion of the study is the positive effects of picture series learning on writing skills at the secondary level.

Recommendations

? Consequently, it is recommended that institutions of education should encourage teachers to apply visual aids while teaching in a classroom. 

? Moreover, for the helpful employment of visual aids in groups of pupils, instructors must possess sufficient information with capability. 

? It is compulsory for fresh instructors in education along with professional plans should concentrate on the matter. 

? The current research attempted to inspect the possible result by applying a series of pictures for building up English as a Foreign Language (ESL) learners’ ability in writing. 

? The results verified the optimistic results of applying a series of pictures on English as foreign language learners’ writing. 

? The possible result of applying a series of pictures in coaching dissimilar types of writing is in a new region that must be dealt with in the upcoming study.

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