Assisting Higher Education Learners Online to Acquire Self-Regulated Writing Strategies during COVID-19

Abstract

Background: The abrupt transition to virtual language learning environments due to the Covid-19 pandemic has brought considerable challenges to educational practices. In the context of foreign/second language learning and teaching, it has become more difficult to ensure that learners have the necessary engagement and motivation levels along with sufficient support and guidance. As educators and researchers report, the adversities in today’s online learning environments need to be challenged. Purposes: The study is meant to contribute to language learning and teaching practices by sharing the results of the implementation of a self-supporting tool, namely, Self-Monitoring Chart for Effective Writing Strategies. The chart has been developed by the researchers for an online academic English writing course at higher education level to assist learners their writing improvement and to become self-regulated learners while maintaining their engagement in their writing tasks. Methodology/Approach: The study was designed as a qualitative case study and the opinions of the participants on their experiences of using the chart were elicited using semi-structured interviews. The participants were students at English Language Teaching departments of two state universities (N=48). The qualitative data gathered was analyzed using systematic content analysis. Findings and Discussion: The results indicate that the learners greatly benefited from using the SMC. In particular, they reported to have become aware of SRL writing strategies, to have learned how to implement them, to be more engaged and more motivated in writing tasks. The implications are meant to contribute to online language learning and teaching contexts.

Keywords

• online language learning
• language skill development
• self-regulated writing strategies
• self-monitoring
• writing engagement

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