Teaching Writing Through Feedback on Moodle: A Study at a Private University

Teaching Writing Through Feedback on Moodle: A Study at a Private University

Afroza Akhter Tina

Daffodil International University

The wide spreading COVID-19 pandemic has disturbed Bangladesh education sector as well. The suddenness of paradigm shift from physical classrooms to virtual teaching or blended teaching has pushed teachers to their limits of competencies. Therefore, there is an urgent necessity to evaluate the challenges and possibilities of teaching writing skills online in order to maximize the learning outcome in post pandemic Bangladesh context. The researcher’s focus is on that specific journey which is a shift from physical to online teaching and learning where the blended learning platform, Moodle has been utilized along with the classes to teach writing. Hence, the research reveals that the online engagement and feedback through Moodle not only helped them to overcome challenges during this pandemic but also to measure the progress on their own throughout. In short, it reveals that based on specific online feedback, students can improve their writing through editing and rewriting at different stages. Here the researcher engaged herself outside the classes to ensure effective learning. This study specifically investigates the development of paragraph writing challenge of five Bangladeshi undergraduate EFL students who are studying at a private university. Here the researcher tried to make the platform, Moodle interactive and observed students’ development through several stages regarding organization. The findings imply that this study will motivate teachers with the teaching-learning practice of writing in fundamental English language courses at the post covid era and will help to ensure meaningful teaching-learning outside the classroom as well.