ABSTRACT
The last few years have witnessed a paradigm shift in educational settings where language educators and practitioners have turned their focus from traditional face-to-face classroom practices to more hybrid and virtual language teaching/learning methodologies. This paradigm shift gained momentum with the introduction of Web 2.00 tools and wikis and the increased tendency in education and workplace towards more technology-driven practices and solutions. The current study reports on an experimental treatment to employ Twitter in writing classes of tertiary students and studying the impact on their ideational fluency and syntactic complexity. Participants were EFL tertiary students enrolled in Writing I course of the English Study program of Abu Dhabi University. Results of the study indicate that using Tweetstorming in the writing classes of tertiary EFL students at the Emirati context brought about higher gains in their ideational fluency and syntactic complexity. Details of the instructional treatment along with the tools used in measuring students’ ideational fluency and syntactic complexity will be discussed. The results of the study, recommendations for language education, as well as suggestions for further research will be presented.