Teaching Writing Online: A Case Study of Selected Grade 9 ESL Teachers

The outbreak of coronavirus disease 2019 (COVID-19) necessitated an abrupt transition from on campus, face-to-face sessions to Online Distance Learning (ODL). Alongside this sudden shift, educators were challenged to further explore new strategies or make pedagogical changes especially in teaching writing. Even before the pandemic, teaching writing has become challenging due to the massive use of technology and social media platforms, insufficient number of learning opportunities provided in the classroom, growing writing anxiety of Filipino learners, and many others. Teaching writing became even more challenging with the full implementation of ODL. In order to aid in the enhancement of teaching ESL writing online in the Philippines, this study aims to explore new and existing teaching practices implemented in online writing classes and determine the teaching principles that guide the teachers in implementing such practices. An exploratory-descriptive case study was conducted to three Grade 9 ESL teachers from two different private schools in Metro Manila. The researcher conducted semi-structured interviews, structured synchronous and asynchronous class observations, and a document review. The research findings show that three principles ground the writing instructor’s teaching practices in the online writing class: The value of providing structure to writing, the importance of implementing guided instruction, and the significance of giving timely and purposeful feedback. To provide structure to writing, the teacher respondents were able to implement online lectures, lecture-type discussions, and demonstrations. Modeling and practice writing exercises were provided to guide the students as they harness their writing skills. The participants also employed oral and written feedbacking techniques during the prewriting and the composing stage of the process approach to writing. However, it was observed that ESL teachers implemented more teaching practices during the prewriting stage of the process approach to writing, and students were expected to compose, proofread, and revise their written output mostly on their own.