Challenges Faced by English Language Teaching and Learning in Acquiring Writing Skills Through Online Distance Learning: A Systematic Literature Review
Abstract
In the wake of the global pandemic, the educational landscape has undergone a transformative shift, with online distance learning emerging as the prevailing norm. This transition to virtual education has imparted a profound impact on English Language Teaching and Learning, with a particular emphasis on the acquisition of writing skills. Among the diverse cohort of learners, English as a Second Language (ESL) students find themselves confronting distinctive challenges in the cultivation of their writing abilities. The advent of online learning environments has further intensified these challenges, introducing a plethora of novel obstacles for ESL students to navigate. Considering this evolving educational paradigm, this systematic review is poised to delve into the intricacies of English Teaching and Learning, specifically focusing on the challenges encountered in the pursuit of writing skills through the conduit of online distance learning and the self-regulating learning strategies. As the educational landscape continues to evolve, understanding the nuances of these challenges becomes paramount for educators, institutions, and policymakers striving to facilitate a seamless and effective transition to online learning environments for ESL students. Through a meticulous exploration and synthesis of existing research, this review seeks to unravel the multifaceted nature of the hurdles faced by ESL students in their quest to master writing skills in the dynamic realm of online education.
References
1. Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson (Ed.), The Theory and Practice of Online Learning. Edmonton, CA: Athabasca University Press.
2. Artino, A.R., & Jones, K. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. The Internet and Higher Education, 15(3), 170–175.
3. Artino, A.R., Jr., & Stephens, J.M. (2009). Beyond grades in online learning: adaptive profiles of academic self-regulation among naval academy undergraduates. Journal of Advanced Academics, 20(4), 568–601.
4. Beishuizen, J., & Steffens, K. (2011). A conceptual framework for research on selfregulated learning. In R. Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Selfregulated Learning in Technology Enhanced Learning Environments: A European Perspective. Rotterdam: Sense Publishers.
5. Borenstein, M., Hedges, L.V., Higgins, J.P.T., & Rothstein, H.R. (2009). Introduction to Metaanalysis. Oxford, UK: Wiley.
6. Carson, A.D. (2011). Predicting student success from the LASSI for learning online (LLO). Journal of Educational Computing Research, 45(4), 399–414.
7. Chang, M.M. (2007). Enhancing web-based language learning through self-monitoring. Journal of Computer Assisted Learning, 23(3), 187–196.
8. Chang, M.M. (2010). Effects of self-monitoring on web-based language learner's performance and motivation. CALICO Journal, 27(2), 298–310.
9. ChanLin, L. J. (2012). Learning strategies in web-supported collaborative project. Innovations in Education and Teaching International, 49(3), 319–331.
10. Cho, M.H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290–301.
11. Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning, 3, 231–264.
12. Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning: key strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology, 13, 58–74.
13. Field, A., & Gillett, R. (2010). How to do a meta-analysis. British Journal of Mathematical and Statistical Psychology, 63, 665–694. Flavell, J.H. (1979). Metacognition and cognitive monitoring. A new area of cognitive development inquiry. American Psychologist, 34, 906–911.
14. Gašević, D., Dawson, S., & Siemens, G. (2015). Let's not forget: learning analytics are about learning. TechTrends, 59(1), 64–71.
15. Glazer, H. R., & Wanstreet, C. E. (2011). CONNECTION Perceptions of Students in Online Education. Quarterly Review of Distance Education, 12(1), 55–62. http://www.nclive.org/cgi-bin/nclsm?url=%22http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=62656423&site=ehost-live%22
16. Greenland, S.J., & Moore, C. (2014). Patterns of online student enrolment and attrition in Australian open access online education: a preliminary case study. Open Praxis, 6(1), 45–54.
17. Hodges, C.B., & Kim, C. (2010). Email, self-regulation, self-efficacy, and achievement in a college online mathematics course. Journal of Educational Computing Research, 43(2), 207–223.
18. Hox, J.J. (2010). Multilevel Analysis: Techniques and Applications. New York: Routledge.
19. Johnson, R.D., Gueutal, H., & Falbe, C.M. (2009). Technology, trainees, metacognitive activity and e-learning effectiveness. Journal of Managerial Psychology, 24(6), 545–566.
20. Klingsieck, K.B., Fries, S., Horz, C., & Hofer, M. (2012). Procrastination in a distance university setting. Distance Education, 33(3), 295–310.
21. Ku, D., & Chang, C. (2011). The effect of academic discipline and gender difference on college students' learning styles and strategies in web-based learning environments. Turkish Online Journal of Educational Technology, 10(3), 265–272.
22. Kuncel, N.R., Credé, M., & Thomas, L.L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: a meta-analysis and review of the literature. Review of Educational Research, 75(1), 63–82.
23. Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56(1), 243–252.
24. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D.G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of Internal Medicine, 151(4), 264–269.
25. Morris, K.V., Finnegan, C., & Sz-Shyan, W. (2005). Tracking student behavior, persistence, and achievement in online courses. The Internet and Higher Education, 8(3), 221–231.
26. Nasihah, M., & Senta, A. N. (2022). Revealing the Challenges and Practical Ways in Teaching Writing Online. Journal of English for Academic and Specific Purposes (JEASP), 5(1), 297–302. https://doi.org/10.18860/jeasp.v5i1.16581
27. Nguyen, H. U. N., & Duong, L. N. T. (2021). The Challenges of E-learning Through Microsoft Teams for EFL Students at Van Lang University in COVID-19. AsiaCALL Online Journal, 12(4), 18-29. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/60
28. Pamikat, S. (2021). UC Journal: ELT, Linguistics and Literature Journal. Women’S Language
29. Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407.
30. Pintrich, P.R., Simith, D., Garcia, T., & McKeachie, W.J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801.
31. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts,
32. P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic Press.
33. Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).
34. Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22(2), 72–89.
35. Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance. A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387.
36. Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638–641.
37. Rosenthal, R., & DiMatteo, M.R. (2001). Meta-analysis: recent developments in quantitative methods for literature reviews. Annual Review of Psychology, 52, 59–82.
38. Serdyukov, P., & Hill, R. (2013). Flying with clipped wings: are students independent in online college classes? Journal of Research in Innovative Teaching, 6(1), 54–67. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009). Evaluation of Evidence-Based Best Practices in Online Learning: A Metaanalysis and Review of Online Learning Studies. (Washington D. C.).
39. Teng, F., & Huang, J. (2019). Predictive Effects of Writing Strategies for SelfRegulated Learning on Secondary School Learners’ EFL Writing Proficiency.TESOL Quarterly, 53(1), 232 247. https://doi.org/10.1002/TESQ.462(Nasihah & Senta, 2022)
40. Van den Boom, G., Paas, F., & van Merriënboer, J.J. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17(5), 532–548.
41. Wang, C.H., Shannon, D., & Ross, M. (2013). Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323.
42. Wang, S.L., & Wu, P.Y. (2008). The role of feedback and self-efficacy on web-based learning: the social cognitive perspective. Computers & Education, 51(4), 1589–1598.
43. Waschull, S.B. (2001). The online delivery of psychology courses: attrition, performance, and evaluation. Teaching of Psychology, 28, 143–147.
44. Yukselturk, E., & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology & Society, 10(2), 71–83.
45. Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329–339.
46. Zimmerman, B.J. (2008). Investigation self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.
2. Artino, A.R., & Jones, K. (2012). Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. The Internet and Higher Education, 15(3), 170–175.
3. Artino, A.R., Jr., & Stephens, J.M. (2009). Beyond grades in online learning: adaptive profiles of academic self-regulation among naval academy undergraduates. Journal of Advanced Academics, 20(4), 568–601.
4. Beishuizen, J., & Steffens, K. (2011). A conceptual framework for research on selfregulated learning. In R. Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Selfregulated Learning in Technology Enhanced Learning Environments: A European Perspective. Rotterdam: Sense Publishers.
5. Borenstein, M., Hedges, L.V., Higgins, J.P.T., & Rothstein, H.R. (2009). Introduction to Metaanalysis. Oxford, UK: Wiley.
6. Carson, A.D. (2011). Predicting student success from the LASSI for learning online (LLO). Journal of Educational Computing Research, 45(4), 399–414.
7. Chang, M.M. (2007). Enhancing web-based language learning through self-monitoring. Journal of Computer Assisted Learning, 23(3), 187–196.
8. Chang, M.M. (2010). Effects of self-monitoring on web-based language learner's performance and motivation. CALICO Journal, 27(2), 298–310.
9. ChanLin, L. J. (2012). Learning strategies in web-supported collaborative project. Innovations in Education and Teaching International, 49(3), 319–331.
10. Cho, M.H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290–301.
11. Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning, 3, 231–264.
12. Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning: key strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology, 13, 58–74.
13. Field, A., & Gillett, R. (2010). How to do a meta-analysis. British Journal of Mathematical and Statistical Psychology, 63, 665–694. Flavell, J.H. (1979). Metacognition and cognitive monitoring. A new area of cognitive development inquiry. American Psychologist, 34, 906–911.
14. Gašević, D., Dawson, S., & Siemens, G. (2015). Let's not forget: learning analytics are about learning. TechTrends, 59(1), 64–71.
15. Glazer, H. R., & Wanstreet, C. E. (2011). CONNECTION Perceptions of Students in Online Education. Quarterly Review of Distance Education, 12(1), 55–62. http://www.nclive.org/cgi-bin/nclsm?url=%22http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=62656423&site=ehost-live%22
16. Greenland, S.J., & Moore, C. (2014). Patterns of online student enrolment and attrition in Australian open access online education: a preliminary case study. Open Praxis, 6(1), 45–54.
17. Hodges, C.B., & Kim, C. (2010). Email, self-regulation, self-efficacy, and achievement in a college online mathematics course. Journal of Educational Computing Research, 43(2), 207–223.
18. Hox, J.J. (2010). Multilevel Analysis: Techniques and Applications. New York: Routledge.
19. Johnson, R.D., Gueutal, H., & Falbe, C.M. (2009). Technology, trainees, metacognitive activity and e-learning effectiveness. Journal of Managerial Psychology, 24(6), 545–566.
20. Klingsieck, K.B., Fries, S., Horz, C., & Hofer, M. (2012). Procrastination in a distance university setting. Distance Education, 33(3), 295–310.
21. Ku, D., & Chang, C. (2011). The effect of academic discipline and gender difference on college students' learning styles and strategies in web-based learning environments. Turkish Online Journal of Educational Technology, 10(3), 265–272.
22. Kuncel, N.R., Credé, M., & Thomas, L.L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: a meta-analysis and review of the literature. Review of Educational Research, 75(1), 63–82.
23. Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56(1), 243–252.
24. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D.G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of Internal Medicine, 151(4), 264–269.
25. Morris, K.V., Finnegan, C., & Sz-Shyan, W. (2005). Tracking student behavior, persistence, and achievement in online courses. The Internet and Higher Education, 8(3), 221–231.
26. Nasihah, M., & Senta, A. N. (2022). Revealing the Challenges and Practical Ways in Teaching Writing Online. Journal of English for Academic and Specific Purposes (JEASP), 5(1), 297–302. https://doi.org/10.18860/jeasp.v5i1.16581
27. Nguyen, H. U. N., & Duong, L. N. T. (2021). The Challenges of E-learning Through Microsoft Teams for EFL Students at Van Lang University in COVID-19. AsiaCALL Online Journal, 12(4), 18-29. Retrieved from https://asiacall.info/acoj/index.php/journal/article/view/60
28. Pamikat, S. (2021). UC Journal: ELT, Linguistics and Literature Journal. Women’S Language
29. Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407.
30. Pintrich, P.R., Simith, D., Garcia, T., & McKeachie, W.J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801.
31. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts,
32. P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic Press.
33. Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).
34. Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22(2), 72–89.
35. Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance. A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387.
36. Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638–641.
37. Rosenthal, R., & DiMatteo, M.R. (2001). Meta-analysis: recent developments in quantitative methods for literature reviews. Annual Review of Psychology, 52, 59–82.
38. Serdyukov, P., & Hill, R. (2013). Flying with clipped wings: are students independent in online college classes? Journal of Research in Innovative Teaching, 6(1), 54–67. U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2009). Evaluation of Evidence-Based Best Practices in Online Learning: A Metaanalysis and Review of Online Learning Studies. (Washington D. C.).
39. Teng, F., & Huang, J. (2019). Predictive Effects of Writing Strategies for SelfRegulated Learning on Secondary School Learners’ EFL Writing Proficiency.TESOL Quarterly, 53(1), 232 247. https://doi.org/10.1002/TESQ.462(Nasihah & Senta, 2022)
40. Van den Boom, G., Paas, F., & van Merriënboer, J.J. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17(5), 532–548.
41. Wang, C.H., Shannon, D., & Ross, M. (2013). Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323.
42. Wang, S.L., & Wu, P.Y. (2008). The role of feedback and self-efficacy on web-based learning: the social cognitive perspective. Computers & Education, 51(4), 1589–1598.
43. Waschull, S.B. (2001). The online delivery of psychology courses: attrition, performance, and evaluation. Teaching of Psychology, 28, 143–147.
44. Yukselturk, E., & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology & Society, 10(2), 71–83.
45. Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329–339.
46. Zimmerman, B.J. (2008). Investigation self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.
Authors
[1]
“Challenges Faced by English Language Teaching and Learning in Acquiring Writing Skills Through Online Distance Learning: A Systematic Literature Review”, Soc. sci. humanities j., vol. 8, no. 04, pp. 34903–34914, Apr. 2024, doi: 10.18535/sshj.v8i04.1014.
This work is licensed under a Creative Commons Attribution 4.0 International License.