Both teachers and students tend to resist prioritizing writing activities into language lessons. For students, writing in a foreign language can be intimidating, often because they feel they lack the necessary vocabulary or fear making mistakes that become fossilized (Kara, 2013; Shang, 2013; Tallon, 2009). For teachers, assessing and correcting writing is a time-consuming process, particularly when the focus of class time is on oral communication. These factors create a reluctance to fully integrate writing into language learning curriculums, particularly at the novice and intermediate language levels. Despite this hesitancy, writing holds a critical place in language learning.
