The role of noticing in the second language acquisition has been increasingly
considered by some researcher in L2 acquisition. Previous studies of the effect of noticing on
EFL students’ task performance have shown that noticing has significant roles, especially on
students’ grammar acquisition. However, the problems concerning how noticing does have
something to do with the improvement of EFL students’ writing skills still need to be explored.
As known that Writing skills has become one emerging factor in second language acquisition.
Therefore, this study tries to seek whether noticing can give positive effect on EFL students’
writing skills in terms of five aspects, namely: (1) content, (2), organzation (3), Language Use, (4),Vocabulary, (5), mechanic. Noticing is proposed to lead students achieve an accurate
use of L2 writing skills in an appropriate context of communication by making them aware and
notice the form of certain features which can help them reconstruct their interlanguage.
Therefore, Noticing does not only promote the students’ accuracy and explicit knowledge, but
also provide them with opportunities to communicate and negotiate meaning to improve
fluency and achieve implicit knowledge on their written work
