Résumé

Covid-19 pandemic has substantially changed the traditional learning, forcing higher educational institutions all across the globe to switch to web-based instruction. This shift to online instruction affected in many ways the teaching process in general, and the teaching of the writing skill in particular, especially, in terms of teaching strategies which are considered as a key part in the instructional operation. Teachers find themselves in a new situation that requires alternative teaching strategies in line with these imposed circumstances. However, the application and the use of these online strategies were challenging for many teachers and students. Therefore, the present study aims to identify the different online teaching strategies and to investigate their impact on students ‘writing improvement. To meet these aims, a structured interview was conducted with EFL teachers of written expression who have experienced teaching this module virtually through Google-Meet application, and a questionnaire was submitted to master students from the department of Foreign Languages, at Mohamed Cherif Messaadia University. The collected data were analysed both quantitatively and qualitatively then they were discussed and interpreted. Based on the findings of the students’ questionnaire and the teachers’ interview, it is found that the main used online writing instruction strategies are collaborative, brainstorming and self-management strategies. Furthermore, it was recognized that EFL teachers had positive attitudes towards those strategies since they helped EFL learners to improve their writing skills. So, the obtained findings confirm the proposed hypothesis and give insights to a number of recommendations that can help EFL students to develop their writing skill via online teaching strategies.

Information

Item Type:	Master
Divisions:
ePrint ID:	4593
Date Deposited:	2023-11-21
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/fr/publication/article/4593

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