EFL Instructors’ and Students’ Perceptions of Online Writing Instruction During the COVID-19 Pandemic

Authors

  • Ebtisam W. Alwaheebi Shaqra’ University
  • Fatma M. Al-Qahtani Shaqra’ University

DOI:

https://doi.org/10.17507/jltr.1304.14

Keywords:

instructors’ and students’ perceptions, Moodle, online writing instruction, COVID-19 Pandemic

Abstract

This study identifies the benefits, difficulties, challenges, and prospects of using Moodle in writing classrooms among Saudi EFL tertiary students at Shaqra University. A sample of EFL instructors and students responded to a questionnaire of 29 five-point Likert Scale statements and 4 open-ended questions. The instructors and students viewed Moodle as an empowering tool in online writing. Moodle provided the students with feasible, accessible, and timely peer/group feedback. It created a flexible, comfortable, and student-centered learning atmosphere where the instructors and students were active in the online classroom. It also ensured interactive, smooth, and instant e-collaboration in online writing. Technical problems and Internet disconnection were the main obstacles hindering the students from sufficient interaction with their instructors and other students.

Author Biographies

Ebtisam W. Alwaheebi, Shaqra’ University

English Department, Faculty of Science & Humanities

Fatma M. Al-Qahtani, Shaqra’ University

English Department, Faculty of Education

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Published

2022-07-01

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