Student and teacher trial and perceptions of an online ESL academic writing unit

AbstractThis paper describes a research study conducted in the spring semester of 2010, where an online writing unit developed by the authors was implemented in ESL academic writing classes. We developed and revised following peer trial a three-week unit for the compare-and-contrast type essay within the Moodle course management system. The unit consists of a series of assignments and tasks that would normally occur in an onsite writing classroom but with modifications made in an attempt to successfully migrate the same syllabus and teaching strategies from an onsite environment to an online environment. Thus, our unit incorporates various technologies and resources available both within and outside of Moodle. The unit was trialed in three sections of an ESL academic writing course for international undergraduate students at a major research university in the US. Data were collected through pre, during, and post questionnaires regarding students’ preferences for online/distance learning and perceptions of their experiences while using the online unit. Another source of data consisted of semi-structured interviews with students and instructors. Findings from our study are discussed, followed by suggestions for further research and implications for online ESL writing course development