Abstract:

This study discusses the development of the writing skill in a secondary English Foreign Language class held online during the restrictions of Covid-19 with the purpose of investigating how students’ motivation to learn English may be enhanced and writing skills practiced through remote learning. To meet new teachings conditions and challenges an original lesson was designed to develop the writing skills in EFL.

Writing is defined by Byrne (1979) as the organization of our thoughts in a concrete, coherent text which is communicated to the reader through written means. Whereas Calfoglou (2004, p. 199) suggests that it is an ongoing process of modification requiring the interaction of the triangle writer-text-reader. But how is this achieved when there is not the physical presence of the stakeholders and the teaching of writing is held under new conditions.

The first part delves into the teaching of writing postulating criteria which contribute to “build a more coherent and reader-friendly text” (Calfoglou 2004, p.208) and the description of the teaching situation, where the particular skill is developed, is presented.

In the second part, the rationale of the original lesson, designed for the purposes of remote learning is outlined and analyzed. The original writing lesson exhibits a synthesis of the approaches on writing as set by the prevailing researchers on the specific field. Hence, a combination of process and product-oriented practices are utilized to achieve maximum results concerning motivation and practice of writing skills of the participating students.

The research conducted is grounded on three research questions which examine:
i) the emotions instilled in EFL students during the process,
ii) the extent to which the project may influence students’ motivation and language practice and
iii) the potential benefits gained.

This study is an outcome of methodological triangulation, incorporating both qualitative and quantitative research methods. As such, the educator’s personal log and interviews, enabled qualitative extraction of findings, whereas answers to questionnaires provided to the students enriched quantitative analysis of the provided data.

As will be exhibited writing skills concerning learning English have been practiced, students’ motivational stance has been enhanced owing to a plethora of positive emotions experienced in the process and a positive attitude towards EFL learning long distance has been developed.

However, owing to the fact that this study is only a limited investigation of this crucial topic of research, the researcher fervently suggests that similar inquiries should take place in Greek schools, with the aim of recording further results and potentially incorporating such practices in the school curricula.

Keywords:

Writing, Secondary Education, Motivation in EFL, Emotions, Covid times.