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Mona Proposal Final
Mona Proposal Final
Mona Proposal Final
BALAMAND
Proposal
By Mona Ghazi
18-12-2020
Course: FASS300
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CHAPTER 1
INTRODUCTION
During the Covid-19 pandemic, schools and universities were facing a big problem.
The only possible way to continue the educational scheduled program was to shift from the
ordinary classroom setting to an online setting. This move was not easy to make; teachers and
students needed time and training to get used to the new teaching and learning experience.
The online environment requires many changes to the overall teaching process (strategies,
setting, focusing on writing skills. I will investigate whether or not teachers are changing
their strategies to make the online environment more interactive for students, and if yes, how
they are applying these strategies, and how they are assessing students’ advancement, and
providing feedback.
The research aims to explore the changes that are happening during the shift from the
traditional classroom setting into an online setting. Moreover, to identify how teachers are
adapting their strategies to meet the online requirements and how they are doing assessment.
Did teachers change their teaching strategies when they shifted to online learning? If
yes how?
What are the assessment tools used by teachers in the online environment?
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1.4 Rational
Before Covid-19, teaching online and using technology resources started to take place in
were obliged to start using technology, as it was their only choice to proceed with the
curriculum. Many studies were conducted to show the positive effects of technology in
teaching and learning in general, the significance of this research is to shed light on the use of
technology in teaching English writing skills at a college level. This topic is still not very
encouraging especially in Lebanon. This research will provide an insight for all educational
institutions in Lebanon, especially universities, to see how teachers are using technology to
teach English writing, hoping to have more institution suing technology and implementing
CHAPTER 2
LITERATURE REVIEW
Writing is the most challenging skill among other language skills such as reading,
listening, and speaking. This skill requires the most special attention. Writing has a major
role in communication, as it is the main tool that allows the learner to express his ideas
efficiently and clearly (Bakeer, 2018). According to Khan (2017) many second language
learners, have difficulties in mastering writing skill, while it is easier for them to master
speaking.
Alsmari (2019) states that wiring is not “put pen to paper” process. Writing requires
lot of efforts and it passes through many processes and stages. This is hard especially for
second language learner, as they need time and they might find difficulties in acquiring the
skill.
Alsmari (2019) in her research argues that technology, especially web 2.0, is
becoming an essential component in teaching languages. She developed her research talking
about Edmodo, which is one of the Web 2.0 technologies. She discusses the advantages of
using such tools in developing English writing skills. She states that Edmodo enhance
students writing by many ways; for example, it motivates them to write in English, it
(Bakeer, 2018) emphasis in his research on social media role in enhancing English
language on different levels. He says that social media tools help the development of
vocabulary. Thus, these tools help student to enhance their writing skills. As well, social
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media give students the advantage of studying at their own pace, depending on their own
Handayani, & Handayani (2020), demonstrate in their research the potential of web
2.0 tools in developing writing skills for second language learners. They specifically mention
writing tools such (blogs and wikis) and Edmodo, to be very efficient in enhancing students’
Web 2.0 tools play a particular role in developing students’ language skills, especially
writing. Blogs, being one of 2.0 tools, proved positive effects on students writing activities.
Some of the advantages that it offers in this manner are motivation, which stimulate students’
participation in the activities especially if the topic is of his interest; feedback, where students
receive peer feedback that encourages collaboration; public characteristic of blogs that make
Blogs is one of the Web 2.0 technologies that can be used to teach English as second
language skills, especially writing. Blogs motivate students to use the language, to express
their ideas and develop their argumentative skills; as well, the characteristics of blogs play an
important role in developing writing skills (Sysoyev, Evstigneev, & Evstigneeva, 2019).
between ordinary setting and online one. What is important is the way that assessment
methods are being implemented in an online environment. He argues that being creative in
designing the assessment strategies is very beneficial for both instructors and learners.
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technology such as social media or learning management systems (LMS), is very beneficial
in learning English. Students showed positive attitudes towards the use of technology in
In a research conducted during the 2006 Soccer World Cup, the effectiveness of using
the online writing approach in teaching writing was tested using blogs. The study showed
improvements in students’ writing skills and increase of motivation to respond and comment
to each other’s. As well, the study showed that using blogs, students were able to get multiple
peer feedback, this process is very important in developing writing skills. (Yunus, Nordin,
technology (ICT) along with social media for the purpose of studying their effects of teaching
English writing skills. The study consisted of a control group and an experimental group. The
results verify that students in the experimental group, where technology was integrated,
showed higher improvements in their writing skills than the students of the control group. As
well, this integration revealed positives attitudes from students who also showed interest in
CHAPTER 3
RESEARCH METHODOLOGY
This chapter describes the study’s design, context, the data collection and analysis
3.1 Approach
“Qualitative approach reveals that words can be as effective as numbers” (Taylor, 2005).
According to Silverman (2020), the aim of a qualitative research is to get into people’s heads
and understand their experience. Qualitative approach collects and studies personal
experience or any phenomena that describes or show individuals’ thoughts, lives, practices...
(Taylor, 2005).
This research follows a qualitative approach since it studies how teachers are adapting
their teaching and assessment strategies into an online environment. It is also descriptive
The research will be conducted in the University of Balamand, with coordination of the
department of English Literature. Observations will be done online, through the participation
of the observer in live online session. Surveys and interviews will also be conducted online,
due to the COVID-19 current situation. Surveys will be developed and filled using an online
The research will use a non-probability sampling, since the research is specifically made
for 101 English classes at the University of Balamand. The coordinator of the program, along
with all instructors will be interviewed. The online sessions that will be observed, will be
3.3.1 Surveys
Survey will be created and distributed to all instructors who teach the English 101 course
at the University of Balamand. Surveys will contain both closed and open-ended questions.
The aim of the survey is to collect some data as preparation for the observation and the
3.3.2 Observation
Semi-structured observations will take place, where the observer-as-participant role will
be adapted. Participants will know his presence aim but he won’t take any part of the
activities. His main role is to collect data (Robson, 2002). After completing the survey,
observations are suitable since a checklist will be developed based on the analyzed surveys,
but the observer will not only abide to the list but will add the notes that he sees appropriate.
3.3.3 Interviews:
Semi-structured interviews are informal meetings where questions are flexible and can be
changed on the spot depending on the interviewee’s responses (Robson, 2002).No focus
groups will be done since everything will be conducted online and it is hard to manage and
control these groups especially in online environments (Robson, 2002). Instead, semi-
structured interviews, with coordinator and instructors, will be conducted following the
survey and the observations analysis. Interview questions will mostly aim to clarify the points
examined in the survey and in the observations, and to clarify some ideas in case on
Qualitative data is usually analyzed using thematic analysis methods. Thematic analysis
methods are used to analyze data that hold thoughts, ideas experience of participants; through
extracting and organizing themes using various techniques. (Guest, MacQueen, & Namey,
2011).
First, I will analyze the surveys in order to come up with a check list for the observation and
outline for the interviews. Here where starts the process of coding, which will be applied for
data analysis at later stages. I will start identifying my themes at the stage of the surveys, but
it will be developed once I analyze the observations and the interviews transcripts.
Ethical concerns are important to be taken into consideration, especially that the study is
Perform observations
1 month Analyze observations
Develop interviews structure and
questions
Perform interviews
3 months Analyze interviews
Write the paper
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REFERENCES
Álvarez, G. (2012). New technologies in the university context: The use of blogs for
Alsmari, N. A. (2019). Fostering EFL students' paragraph writing using Edmodo. English
Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied thematic analysis. Sage
publications.
Handayani, F., & Handayani, N. D. (2020). The potential of online writing tools for Efl
university students during the Covid-19 pandemic. JEE (Journal of English Education),
6(1), 9-9.
Khan, I, A. (2016). Utilization of different technologies and media in learning writing skill in
Robson, C. (2002). Real world research (2nd ed.). Malden: Blackwell Publishing.
Rovai, A. P. (2000). Online and traditional assessments: What is the difference? The Internet
Sysoyev, P. V., Evstigneev, M. N., & Evstigneeva, I. A. (2019, February). Teaching writing
skills to students via blogs. In The International Conference Going Global through
Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of