THE TEACHING AND ASSESSMENT OF WRITING SKILLS IN

ONLINE ENGLISH 101 CLASSES AT THE UNIVERSITY OF

BALAMAND

Proposal

By Mona Ghazi

Submitted to Dr. Samer Annous

18-12-2020

Course: FASS300
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CHAPTER 1

INTRODUCTION

1.1 Statement of the problem

During the Covid-19 pandemic, schools and universities were facing a big problem.

The only possible way to continue the educational scheduled program was to shift from the

ordinary classroom setting to an online setting. This move was not easy to make; teachers and

students needed time and training to get used to the new teaching and learning experience.

The online environment requires many changes to the overall teaching process (strategies,

materials, assessments…). In this paper, I am aiming to explore an English language learning

setting, focusing on writing skills. I will investigate whether or not teachers are changing

their strategies to make the online environment more interactive for students, and if yes, how

they are applying these strategies, and how they are assessing students’ advancement, and

providing feedback.

1.2 Research Aim

The research aims to explore the changes that are happening during the shift from the

traditional classroom setting into an online setting. Moreover, to identify how teachers are

adapting their strategies to meet the online requirements and how they are doing assessment.

1.3 Research Questions

This study will answer the following questions:

 Did teachers change their teaching strategies when they shifted to online learning? If

yes how?

 What are the assessment tools used by teachers in the online environment?
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 How teachers are giving feedback for students in online teaching?

1.4 Rational

Before Covid-19, teaching online and using technology resources started to take place in

some educational institutions in Lebanon. Because of this pandemic, educational institutions

were obliged to start using technology, as it was their only choice to proceed with the

curriculum. Many studies were conducted to show the positive effects of technology in

teaching and learning in general, the significance of this research is to shed light on the use of

technology in teaching English writing skills at a college level. This topic is still not very

encouraging especially in Lebanon. This research will provide an insight for all educational

institutions in Lebanon, especially universities, to see how teachers are using technology to

teach English writing, hoping to have more institution suing technology and implementing

strategies in its most efficient way.

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CHAPTER 2

LITERATURE REVIEW

2.1 Importance of English writing skills

Writing is the most challenging skill among other language skills such as reading,

listening, and speaking. This skill requires the most special attention. Writing has a major

role in communication, as it is the main tool that allows the learner to express his ideas

efficiently and clearly (Bakeer, 2018). According to Khan (2017) many second language

learners, have difficulties in mastering writing skill, while it is easier for them to master

speaking.

Alsmari (2019) states that wiring is not “put pen to paper” process. Writing requires

lot of efforts and it passes through many processes and stages. This is hard especially for

second language learner, as they need time and they might find difficulties in acquiring the

skill.

2.2 Integrating technology in teaching English writing

Alsmari (2019) in her research argues that technology, especially web 2.0, is

becoming an essential component in teaching languages. She developed her research talking

about Edmodo, which is one of the Web 2.0 technologies. She discusses the advantages of

using such tools in developing English writing skills. She states that Edmodo enhance

students writing by many ways; for example, it motivates them to write in English, it

provides a platform for practice, and it promotes collaboration and creativity.

(Bakeer, 2018) emphasis in his research on social media role in enhancing English

language on different levels. He says that social media tools help the development of

vocabulary. Thus, these tools help student to enhance their writing skills. As well, social
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media give students the advantage of studying at their own pace, depending on their own

learning style and their own preferences.

Handayani, & Handayani (2020), demonstrate in their research the potential of web

2.0 tools in developing writing skills for second language learners. They specifically mention

writing tools such (blogs and wikis) and Edmodo, to be very efficient in enhancing students’

writing and allowing huge progress.

Web 2.0 tools play a particular role in developing students’ language skills, especially

writing. Blogs, being one of 2.0 tools, proved positive effects on students writing activities.

Some of the advantages that it offers in this manner are motivation, which stimulate students’

participation in the activities especially if the topic is of his interest; feedback, where students

receive peer feedback that encourages collaboration; public characteristic of blogs that make

student feel their achievement (Álvarez, 2012).

Blogs is one of the Web 2.0 technologies that can be used to teach English as second

language skills, especially writing. Blogs motivate students to use the language, to express

their ideas and develop their argumentative skills; as well, the characteristics of blogs play an

important role in developing writing skills (Sysoyev, Evstigneev, & Evstigneeva, 2019).

2.3 Ordinary assessment and online assessment

According to Rovai (2002), there is no difference in the principles of assessment

between ordinary setting and online one. What is important is the way that assessment

methods are being implemented in an online environment. He argues that being creative in

designing the assessment strategies is very beneficial for both instructors and learners.
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2.4 Previously conducted studies

According to a study conducted in a university in Jeddah, Saudi Arabia, using

technology such as social media or learning management systems (LMS), is very beneficial

in learning English. Students showed positive attitudes towards the use of technology in

practicing English writing. (Khan, 2017)

In a research conducted during the 2006 Soccer World Cup, the effectiveness of using

the online writing approach in teaching writing was tested using blogs. The study showed

improvements in students’ writing skills and increase of motivation to respond and comment

to each other’s. As well, the study showed that using blogs, students were able to get multiple

peer feedback, this process is very important in developing writing skills. (Yunus, Nordin,

Salehi, Embi, & Salehi, 2013).

In study in Al-Quds Open University used information and communication

technology (ICT) along with social media for the purpose of studying their effects of teaching

English writing skills. The study consisted of a control group and an experimental group. The

results verify that students in the experimental group, where technology was integrated,

showed higher improvements in their writing skills than the students of the control group. As

well, this integration revealed positives attitudes from students who also showed interest in

developing daily writing habits (Bakeer, 2018).

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter describes the study’s design, context, the data collection and analysis

methods and the ethical considerations.

3.1 Approach

“Qualitative approach reveals that words can be as effective as numbers” (Taylor, 2005).

According to Silverman (2020), the aim of a qualitative research is to get into people’s heads

and understand their experience. Qualitative approach collects and studies personal

experience or any phenomena that describes or show individuals’ thoughts, lives, practices...

(Taylor, 2005).

This research follows a qualitative approach since it studies how teachers are adapting

their teaching and assessment strategies into an online environment. It is also descriptive

since it is answering the “how” question.

3.2 Research Context

The research will be conducted in the University of Balamand, with coordination of the

department of English Literature. Observations will be done online, through the participation

of the observer in live online session. Surveys and interviews will also be conducted online,

due to the COVID-19 current situation. Surveys will be developed and filled using an online

tool; interviews will be conducted using a video conferencing tool.

The research will use a non-probability sampling, since the research is specifically made

for 101 English classes at the University of Balamand. The coordinator of the program, along

with all instructors will be interviewed. The online sessions that will be observed, will be

chosen depending on specific criteria.

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3.3 Data Collection

3.3.1 Surveys

Survey will be created and distributed to all instructors who teach the English 101 course

at the University of Balamand. Surveys will contain both closed and open-ended questions.

The aim of the survey is to collect some data as preparation for the observation and the

interviews later on. Surveys will be created and filled online.

3.3.2 Observation

Semi-structured observations will take place, where the observer-as-participant role will

be adapted. Participants will know his presence aim but he won’t take any part of the

activities. His main role is to collect data (Robson, 2002). After completing the survey,

observations will be conducted; some sessions will be chosen to be observed. Semi-structured

observations are suitable since a checklist will be developed based on the analyzed surveys,

but the observer will not only abide to the list but will add the notes that he sees appropriate.

3.3.3 Interviews:

Semi-structured interviews are informal meetings where questions are flexible and can be

changed on the spot depending on the interviewee’s responses (Robson, 2002).No focus

groups will be done since everything will be conducted online and it is hard to manage and

control these groups especially in online environments (Robson, 2002). Instead, semi-

structured interviews, with coordinator and instructors, will be conducted following the

survey and the observations analysis. Interview questions will mostly aim to clarify the points

examined in the survey and in the observations, and to clarify some ideas in case on

ambiguity. Interviews will be conducted using a video conferencing tool.

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3.4 Data Analysis

Qualitative data is usually analyzed using thematic analysis methods. Thematic analysis

methods are used to analyze data that hold thoughts, ideas experience of participants; through

extracting and organizing themes using various techniques. (Guest, MacQueen, & Namey,

2011).

First, I will analyze the surveys in order to come up with a check list for the observation and

outline for the interviews. Here where starts the process of coding, which will be applied for

data analysis at later stages. I will start identifying my themes at the stage of the surveys, but

it will be developed once I analyze the observations and the interviews transcripts.

3.5 Ethical Considerations

Ethical concerns are important to be taken into consideration, especially that the study is

conducted at the University of Balamand,

 Informed consents must be obtained from the department of English Literature, as

well from instructors whom sessions will be observed.

 Surveys are anonymous.

 The research is totally anonymous, no names will be mentioned.

 Interviews will be transcribed without any modification.

3.6 Timetable for completion

Estimated time Tasks

1 month  Get approval and consent
 Develop the survey
 Distribute and collect survey’s
answers
1 month  Analyze surveys
 Develop observation checklist
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 Perform observations
1 month  Analyze observations
 Develop interviews structure and
questions
 Perform interviews
3 months  Analyze interviews
 Write the paper
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REFERENCES

Álvarez, G. (2012). New technologies in the university context: The use of blogs for

developing students’ reading and writing skills. International Journal of Educational

Technology in Higher Education, 9(2), 185-199.

Alsmari, N. A. (2019). Fostering EFL students' paragraph writing using Edmodo. English

Language Teaching, 12(10), 44-54.

Bakeer, A. M. (2018). Effects of information and communication technology and social

media in developing students’ writing skill: A case of Al-Quds open

university. International Journal of Humanities and Social Science, 8(5), 45-53.

Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied thematic analysis. Sage

publications.

Handayani, F., & Handayani, N. D. (2020). The potential of online writing tools for Efl

university students during the Covid-19 pandemic. JEE (Journal of English Education),

6(1), 9-9.

Khan, I, A. (2016). Utilization of different technologies and media in learning writing skill in

English: A case study. European Journal of Education Studies, 2(6), 144-156.

Robson, C. (2002). Real world research (2nd ed.). Malden: Blackwell Publishing.

Rovai, A. P. (2000). Online and traditional assessments: What is the difference? The Internet

and Higher Education, 3(3), 141-151.

Silverman, D. (Ed.). (2020). Qualitative research. Sage Publications Limited.

Sysoyev, P. V., Evstigneev, M. N., & Evstigneeva, I. A. (2019, February). Teaching writing

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Social Sciences and Humanities (pp. 210-218). Springer, Cham.

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Taylor, G. R. (Ed.). (2005). Integrating quantitative and qualitative methods in research.

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Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of

information and communication technology (ICT) in teaching ESL writing

skills. English Language Teaching, 6(7), 1-8.