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How to Cite
Perceptions about Learner’s Achievement in English Major Undergraduate Online Writing Classes
Abstract
Teaching writing skills is a complex and uphill task. Hence, teaching them about the writing process, genres, mechanics, editing and drafting their writing often seems difficult and time consuming. Teachers have to design and prepare activities to keep the learners motivated in writing classes. However, the pandemic introduced a new reality; where the learners shifted from the physical to online medium. Therefore, the present study aims to explore the perceptions of English major students towards learning English writing skills in online classes. For this purpose, a qualitative case study has been undertaken and data has been collected using purposive sampling from 15 participants from a public sector university. The analysis of the data shows that teaching pedagogy and interactive activities were used by the teacher for the delivery of content and increasing motivation of the learners. However, critical feedback was not provided. Overall, participants reported that they were able to learn the mechanics and genres of writing in online classes. Hence, the present study draws the attention of curriculum designers and teachers to design effective lesson plan with engaging and interactive activities and continuous feedback for improving student’s performance and learning achievement in writing skills course.
Authors
Muhammad Hassan Abbasi
PhD Scholar, Institute of English Language and Literature IELL, University of Sindh Jamshoro, Sindh, Pakistan
Syeda Aliza Haider
Program Consultant, School of Economics and Social Sciences, Institute of Business Administration-IBA Karachi, Sindh, Pakistan
Muhammad Farshad
Lecturer, Department of Humanities and Social Sciences, Bahria University Karachi Campus, Sindh, Pakistan
