Many studies are run in the areas of using social networks such as Facebook and Twitter as tools of teaching and learning languages.
With the invention of classroom instruments based on Web, a throng of new facilities on how to apply online technologies such as social networks for successful learning has gotten researchers exploring the best way to capitalize on these instruments. Along the same line of thought, Salma ( 2015) said that since English is considered as a foreign language in EFL context, then writing skill becomes most challenging activity to the students. Jahin and Idrees ( 2012) believe that since every learner should have a balance among various aspects in his/her writing like purpose, content, audience, organization, vocabulary, mechanics, etc., writing is considered complex for both native and non-native students. listening, speaking, reading and writing. It is assumed as the most complex among four major skills, i.e. In the teaching and learning processes, writing has an important role through which students can be evaluated. Akkaya and Kirmiz ( 2010) stated that writing is the expression of feelings, thoughts, desires and plans in black and white. Writing ability is a significant part of communication. Results can bring about pedagogical implications for Iranian English language teachers. The findings also indicated that students had positive attitudes toward the application of Edmodo social network in classroom. It was found out that application of Edmodo social learning network had significant effects on Iranian intermediate English as a foreign language (EFL) learners’ writing skill. The collected data from pre-tests, post-tests and questionnaire were analyzed using SPSS. Finally, participants were assessed for their attitudes toward application of Edmodo using a Likert-type questionnaire. In the final session, the teacher gave the same topic to learners of two groups and asked them to write sentences and short paragraphs. The treatment for each group lasted for 10 sessions.
In the experimental group, the learners practiced using Edmodo application. Participants in the control group had a normal class of writing compositions. For both groups, at first a test of writing as a pre-test was run to check homogeneity and for later comparisons. Forty participants were randomly divided into two experimental and control groups. It also attempted to find out students’ attitudes toward Edmodo. The primary purpose of this study was to explore the effect of Edmodo social learning network on Iranian learners’ writing skill.