The Relevance of Language Register When Writing in English as a Foreign Language Contexts

Writing proficiency is one of the key abilities that students of English as a foreign language must possess. In a variety of social contexts, people frequently make conscious or unconscious linguistic decisions to communicate. This study sought to understand how language registers affect how well writing skills develop in students enrolled in a Language Teaching Training program. This study used a quantitative approach and a pre-experimental design. The study involved applying two pre-test writings, and two post-test writings and eight-session intervention. The templates used to create the written pieces were modified from the Longman Preparation Course for the TOEFL iBT Test (2015). Using the Cambridge University B2 level scoring criteria, the writing samples received scores over 10 points. In this way, 30 students in a program for language teachers created various pieces of writing that showed their knowledge of the subject. The T-test statistical instrument was used to demonstrate the degree of efficacy of language registers in the development of writing skills. It was found out there is a bond between language registers and the development of writing skills. Main findings revealed learners used informal English registers more confidently than formal registers.