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Abstract
The study aims at analyzing Thai students’ perception as EFL learners on advanced writing courses taught and learned online. The participants are 100 Nakhon Sawan Rajabhat University students in Year 3 and 4 majoring in English, English Education, and English for Business Communication. The participants have experienced online writing courses in Research Report Writing, Essay Writing, Creative Writing, and Business Writing subject. The data were collected using a survey and an in-depth interview to 20 of the participants. The results show that the challenges that the students face in learning advanced writing courses online outweigh the advantages. The students’ main problem were the difficulty in comprehending the lessons and the teachers’ explanations as well as the feedback. The second challenge were the poor internet connection. They are problems due to the lack of skills and technical devices. The other problem was due to the more workload in having an online advanced writing courses. And finally the last problem is that online classes make the learners feel alienated, disengaged, and demotivated. Besides the problems faced, the learners admitted that learning advanced writing online provides more flexible time in constructing the pieces of writing and they feel less pressured in writing since the teachers do not supervise them in person.
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Copyright (c) 2023 Satwika Nindya Kirana, Yash Munnalal Gupta
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References
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- Aloairdhi, N. M. (2019). Writing Anxiety Among Saudi Female Learners at Some Saudi Universities. English Language Teaching, 12(9), 55. https://doi.org/10.5539/elt.v12n9p55
- Ametova, O. R., & Mustafoeva, N. I. (2020). The Benefits And Drawbacks Of Online Education For Law Students In Higher Educational Institutions. Theoretical & Applied Science, 92(12), 61–63. https://doi.org/10.15863/TAS.2020.12.92.13
- Anggoro, J. K., & Rueangrong, P. (2021). Facebook: An Alternative Learning Platform For Online English As A Foreign Language Instruction In The Time Of Covid-19. Journal Of Education Naresuan University, 23(1), 413–423. https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/244419
- Awada, G. M., & Diab, N. M. (2023). Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners. Computer Assisted Language Learning, 36(1–2), 238–256. https://doi.org/10.1080/09588221.2021.1912104
- Bączek, M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon, B. (2021). Students’ perception of online learning during the COVID-19 pandemic. Medicine, 100(7), e24821. https://doi.org/10.1097/MD.0000000000024821
- Bestiantono, D. S., Agustina, P. Z. R., & Cheng, T.-H. (2020). How Students’ Perspectives about Online Learning Amid the COVID-19 Pandemic? Studies in Learning and Teaching, 1(3), 133–139. https://doi.org/10.46627/silet.v1i3.46
- Coit, C. (2004). Peer review in an online college writing course. In IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. (pp. 902-903). IEEE. Proceedings of the IEEE International Conference on Advanced Learning Technologies.
- Curelaru, M., Curelaru, V., & Cristea, M. (2022). Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach. Sustainability, 14(13), 8138. https://doi.org/10.3390/su14138138
- Hassan, I., Madarina Abdul Rahman, A., & Nazri Latiff Azmi, M. (2021). Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia. Arab World English Journal, 7(1), 377–389. https://doi.org/10.24093/awej/call7.26
- Hazaymeh, W. A. (2021). EFL Students’ Perceptions of Online Distance Learning for Enhancing English Language Learning During Covid-19 Pandemic. International Journal of Instruction, 14(3), 501–518. https://doi.org/10.29333/iji.2021.14329a
- Jensen, E. B. (2016). Peer-Review Writing Workshops in College Courses: Students’ Perspectives about Online and Classroom Based Workshops. Social Sciences, 5(4). https://doi.org/10.3390/socsci5040072
- Le, H., & Truong, C. (2021). Tertiary Students’ Perspectives on Online Learning During Emergency Remote Teaching in the Context of Covid-19: A Case Study. https://doi.org/10.2991/assehr.k.210226.025
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- Pabro-Maquidato, I. M. (2021). The experience of English speaking anxiety and coping strategies: a transcendental phenomenological study. International Journal of TESOL & Education, 1(2), 45–64.
- Park, J.-H., & Yang, I. Y. (2020). Utilizing an AI-Based Grammar Checker in an EFL Writing Classroom. Korean Journal of Applied Linguistics, 36(1), 97–120. https://doi.org/10.17154/kjal.2020.3.36.1.97
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- Shishegar, N., & Boubekri, M. (2016). Natural Light and Productivity: Analyzing the Impacts of Daylighting on Students’ and Workers’ Health and Alertness.
- Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865
- Suharsih, S., & Wijayanti, M. A. (2021). Online Learning for EFL Learners: Perceptions, Challenges, and Expectations. Journal of English Language Studies, 6(2), 244. https://doi.org/10.30870/jels.v6i2.12122
- Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resource, 3rd ed. In Introduction to qualitative research methods: A guidebook and resource, 3rd ed. John Wiley & Sons Inc.
- Thamrin, T., Chitra Hasan, D., Rina, N., Hariri Gani, M., & Maharani Miranda, A. (2021). Advantages and Disadvantages of Online Learning During the COVID-19 Pandemic: The Perceptions of Students at Bung Hatta University. KnE Social Sciences. https://doi.org/10.18502/kss.v7i6.10636
- Turmudi, D. (2020). Utilizing a web-based technology in blended EFL academic writing classes for university students. Journal of Physics: Conference Series, 1517(1), 012063. https://doi.org/10.1088/1742-6596/1517/1/012063
- Zboun, J., & Farrah, M. (2021). Students’ Perspectives Of Online Language Learning During Corona Pandemic: Benefits And Challenges. Indonesian EFL Journal, 7, 13–20. https://doi.org/10.25134/ieflj.v7i1.3986
- Zhang, M., He, Q., Du, J., Liu, F., & Huang, B. (2022). Learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.973478
References
Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students’ Perspectives. Online Submission. Journal of Pedagogical Sociology and Psychology 2(1), 45-51, 45–51.
Aloairdhi, N. M. (2019). Writing Anxiety Among Saudi Female Learners at Some Saudi Universities. English Language Teaching, 12(9), 55. https://doi.org/10.5539/elt.v12n9p55
Ametova, O. R., & Mustafoeva, N. I. (2020). The Benefits And Drawbacks Of Online Education For Law Students In Higher Educational Institutions. Theoretical & Applied Science, 92(12), 61–63. https://doi.org/10.15863/TAS.2020.12.92.13
Anggoro, J. K., & Rueangrong, P. (2021). Facebook: An Alternative Learning Platform For Online English As A Foreign Language Instruction In The Time Of Covid-19. Journal Of Education Naresuan University, 23(1), 413–423. https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/244419
Awada, G. M., & Diab, N. M. (2023). Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners. Computer Assisted Language Learning, 36(1–2), 238–256. https://doi.org/10.1080/09588221.2021.1912104
Bączek, M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon, B. (2021). Students’ perception of online learning during the COVID-19 pandemic. Medicine, 100(7), e24821. https://doi.org/10.1097/MD.0000000000024821
Bestiantono, D. S., Agustina, P. Z. R., & Cheng, T.-H. (2020). How Students’ Perspectives about Online Learning Amid the COVID-19 Pandemic? Studies in Learning and Teaching, 1(3), 133–139. https://doi.org/10.46627/silet.v1i3.46
Coit, C. (2004). Peer review in an online college writing course. In IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. (pp. 902-903). IEEE. Proceedings of the IEEE International Conference on Advanced Learning Technologies.
Curelaru, M., Curelaru, V., & Cristea, M. (2022). Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach. Sustainability, 14(13), 8138. https://doi.org/10.3390/su14138138
Hassan, I., Madarina Abdul Rahman, A., & Nazri Latiff Azmi, M. (2021). Development of English Writing Skills through Blended Learning among ESL Learners in Malaysia. Arab World English Journal, 7(1), 377–389. https://doi.org/10.24093/awej/call7.26
Hazaymeh, W. A. (2021). EFL Students’ Perceptions of Online Distance Learning for Enhancing English Language Learning During Covid-19 Pandemic. International Journal of Instruction, 14(3), 501–518. https://doi.org/10.29333/iji.2021.14329a
Jensen, E. B. (2016). Peer-Review Writing Workshops in College Courses: Students’ Perspectives about Online and Classroom Based Workshops. Social Sciences, 5(4). https://doi.org/10.3390/socsci5040072
Le, H., & Truong, C. (2021). Tertiary Students’ Perspectives on Online Learning During Emergency Remote Teaching in the Context of Covid-19: A Case Study. https://doi.org/10.2991/assehr.k.210226.025
Levin, B. (1993). Students and Educational Productivity. Education Policy Analysis Archives, 1, 5. https://doi.org/10.14507/epaa.v1n5.1993
Lin, C.-J. (2019). An online peer assessment approach to supporting mind-mapping flipped learning activities for college English writing courses. Journal of Computers in Education, 6(3), 385–415. https://doi.org/10.1007/s40692-019-00144-6
Litterio, L. M. (2018). Uncovering Student Perceptions of a First-Year Online Writing Course. Computers and Composition, 47, 1–13. https://doi.org/10.1016/j.compcom.2017.12.006
Pabro-Maquidato, I. M. (2021). The experience of English speaking anxiety and coping strategies: a transcendental phenomenological study. International Journal of TESOL & Education, 1(2), 45–64.
Park, J.-H., & Yang, I. Y. (2020). Utilizing an AI-Based Grammar Checker in an EFL Writing Classroom. Korean Journal of Applied Linguistics, 36(1), 97–120. https://doi.org/10.17154/kjal.2020.3.36.1.97
Salleh, F. I. M., Ghazali, J. M., Ismail, W. N. H. W., Alias, M., Syafiqah, N., & Rahim, A. (2020). The Impacts Of Covid-19 Through Online Learning Usage For Tertiary Education In Malaysia. Journal of Critical Reviews, 7(08). https://doi.org/10.31838/jcr.07.08.30
Sapp, D., & Simon, J. (2005). Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment. Computers and Composition, 22, 471–489. https://doi.org/10.1016/j.compcom.2005.08.005
Shishegar, N., & Boubekri, M. (2016). Natural Light and Productivity: Analyzing the Impacts of Daylighting on Students’ and Workers’ Health and Alertness.
Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865
Suharsih, S., & Wijayanti, M. A. (2021). Online Learning for EFL Learners: Perceptions, Challenges, and Expectations. Journal of English Language Studies, 6(2), 244. https://doi.org/10.30870/jels.v6i2.12122
Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resource, 3rd ed. In Introduction to qualitative research methods: A guidebook and resource, 3rd ed. John Wiley & Sons Inc.
Thamrin, T., Chitra Hasan, D., Rina, N., Hariri Gani, M., & Maharani Miranda, A. (2021). Advantages and Disadvantages of Online Learning During the COVID-19 Pandemic: The Perceptions of Students at Bung Hatta University. KnE Social Sciences. https://doi.org/10.18502/kss.v7i6.10636
Turmudi, D. (2020). Utilizing a web-based technology in blended EFL academic writing classes for university students. Journal of Physics: Conference Series, 1517(1), 012063. https://doi.org/10.1088/1742-6596/1517/1/012063
Zboun, J., & Farrah, M. (2021). Students’ Perspectives Of Online Language Learning During Corona Pandemic: Benefits And Challenges. Indonesian EFL Journal, 7, 13–20. https://doi.org/10.25134/ieflj.v7i1.3986
Zhang, M., He, Q., Du, J., Liu, F., & Huang, B. (2022). Learners’ perceived advantages and social-affective dispositions toward online peer feedback in academic writing. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.973478