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.

Keywords

  • English laguange teaching and learning
  • Online Distance Learning
  • Self-regulating learning

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