How does emergency remote teaching affect EFL students’ writing skills?
Writing is among the most challenging language skills, and it necessitates memorization and practice. Nevertheless, there has been an increasing interest in research on the difficulties the learners encounter and the solutions to enhance the learners’ writing skills. This study aims to scrutinize th...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2500001 |
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| author | Liqaa Habeb Al-Obaydi Farzaneh Shakki Marcel Pikhart |
| author_facet | Liqaa Habeb Al-Obaydi Farzaneh Shakki Marcel Pikhart |
| author_sort | Liqaa Habeb Al-Obaydi |
| collection | DOAJ |
| description | Writing is among the most challenging language skills, and it necessitates memorization and practice. Nevertheless, there has been an increasing interest in research on the difficulties the learners encounter and the solutions to enhance the learners’ writing skills. This study aims to scrutinize the mistakes that English Foreign Language (EFL) learners make in their writing, the challenges that arise from their heavy reliance on Emergency Remote Teaching (ERT), and also the potential solutions and suggestions for improving their writing skills. To collect the data, teacher interviews were done in addition to document analysis using a sample of written texts. Written samples of student paper-sheet data were statistically analyzed using frequency and percentage, while teacher interviews from two countries, namely Iraq and the Czech Republic, were evaluated subjectively. The findings show that both groups agreed that writing proficiency is a controversial issue and that it is a skill that is ignored in online courses. It further shows that Czech EFL learners display a lack of grammar, while Iraqi EFL learners show a noticeable shortage in spelling and punctuation. |
| format | Article |
| id | doaj-art-e049b17b93ce4bd8bf5146ea949664fe |
| institution | OA Journals |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-e049b17b93ce4bd8bf5146ea949664fe2025-08-20T02:25:26ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2500001How does emergency remote teaching affect EFL students’ writing skills?Liqaa Habeb Al-Obaydi0Farzaneh Shakki1Marcel Pikhart2English Department, College of Education for Human Sciences, University of Diyala, Baqubah, IraqFaculty of Humanities, Shams-e Gonbad Higher Education Institute, Gonbad Kavous, IranCentre for Basic and Applied Research & Department of Applied Linguistics, Faculty of Informatics and Management, University of Hradec Kralove, Hradec Kralove, Czech RepublicWriting is among the most challenging language skills, and it necessitates memorization and practice. Nevertheless, there has been an increasing interest in research on the difficulties the learners encounter and the solutions to enhance the learners’ writing skills. This study aims to scrutinize the mistakes that English Foreign Language (EFL) learners make in their writing, the challenges that arise from their heavy reliance on Emergency Remote Teaching (ERT), and also the potential solutions and suggestions for improving their writing skills. To collect the data, teacher interviews were done in addition to document analysis using a sample of written texts. Written samples of student paper-sheet data were statistically analyzed using frequency and percentage, while teacher interviews from two countries, namely Iraq and the Czech Republic, were evaluated subjectively. The findings show that both groups agreed that writing proficiency is a controversial issue and that it is a skill that is ignored in online courses. It further shows that Czech EFL learners display a lack of grammar, while Iraqi EFL learners show a noticeable shortage in spelling and punctuation.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2500001Emergency remote teachingwriting skillsEFL studentslanguage educationApplied LinguisticsPsycholinguistics |
| spellingShingle | Liqaa Habeb Al-Obaydi Farzaneh Shakki Marcel Pikhart How does emergency remote teaching affect EFL students’ writing skills? Cogent Education Emergency remote teaching writing skills EFL students language education Applied Linguistics Psycholinguistics |
| title | How does emergency remote teaching affect EFL students’ writing skills? |
| title_full | How does emergency remote teaching affect EFL students’ writing skills? |
| title_fullStr | How does emergency remote teaching affect EFL students’ writing skills? |
| title_full_unstemmed | How does emergency remote teaching affect EFL students’ writing skills? |
| title_short | How does emergency remote teaching affect EFL students’ writing skills? |
| title_sort | how does emergency remote teaching affect efl students writing skills |
| topic | Emergency remote teaching writing skills EFL students language education Applied Linguistics Psycholinguistics |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2500001 |
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