Learners' Engagements and Teachers' Pedagogical Success in an Online Academic Writing Class
Main Article Content
Keywords
learners' agency, online academic writing, online engagement, online pedagogy, pedagogical success
Abstract
This study examined Filipino students' engagement as a measure of teachers' pedagogical success in an online academic writing class. Through convenience sampling, 540 Grade 12 students from a Catholic university in Manila participated using the adapted four aspects of engagement and characteristics of successful teachers. The analysis required employing frequency distribution, percentage, mean, Mann-Whitney U test, and Kruskal Wallis Test, utilizing IBM SPSS v.23. Results showed students were "engaged" in the agentic type but exhibited minimal online engagement. They were much engaged behaviorally, emotionally, and cognitively. Meanwhile, teachers demonstrated significant pedagogical success. Results also showed no significant differences in sex, but notable differences were determined in their academic strands. Online instruction could be a platform for positive online practices behind arguments, challenges, and limitations. It recommends that teachers further empower learners by offering opportunities to develop their agency as active knowledge producers.
References
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Burroughs, N., Gardner, J., Lee, Y., Guo, S., Touitou, I., Jansen, K., & Schmidt, W. (2019). Teaching for Excellence and Equity Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS, 6. A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA). Springer.
Chatterjee, R., & Correia, A. (2020). Online students' attitudes toward collaborative learning and sense of community. American Journal of Distance Education, 34(1), 53-68. DOI: 10.1080/08923647.2020.1703479
Cleofas, J.V. (2021). Self-care practices and online student engagement during COVID-19 in the Philippines: A mixed methods study. Issues in Educational Research, 31(3), 699-717.
Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed method approaches. SAGE.
Culatta, R. (2021). Transaction Distance. In Instructional Design.org. https://www.instructionaldesign.org/models/transactional_distance/#google_vignette
Davies, L., Newton, D., & Newton, L. (2018). Teachers’ pedagogies and strategies of engagement. International Journal for Talent Development and Creativity, 6(1), 169-180.
D'Angelo, C. (2018). The impacts of the technology integration. In University of Ontario Institute of Technology's Educational Technology and the Curriculum (Summer 2018). https://pressbooks.pub/techandcurriculum/chapter/engagement-and-success/
Department of Education. (2013, May 15). Republic Act No. 10533. Official Gazette. Republic of the Philippines. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Demiroz, H., & Yesilyurt, S. (2015). Effective foreign language teaching: Perceptions of prospective English language teachers. Universal Journal of Educational Research 3(11), 862-870. DOI: 10.13189/ujer.2015.031112
Dixson, M.D. (2015). Measuring student engagement in the online course: The Online Student Engagement Scale (OSE). Online Learning, 19(4).
EAP Foundation. (n.d.). Academic writing. https://www.eapfoundation.com/writing/what/
Egbert, J. (2020). The new normal?: A pandemic of task engagement in language learning. Foreign Language Annals, 53, 314–319. DOI: 10.1111/flan.12452
Fatimah, N. (2018). Students' needs for academic writing at the English education department. English Language Teaching Journal, 1(3), 161-175. DOI: 10.12928/eltej.v1i3.744
Fitzmaurice, M., & O' Farrell, C. (n.d.). Developing your academic writing skills: A handbook. https://hub.teachingandlearning.ie/resource/developing-your-academic-writing-skills-a-handbook
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Gray, J.A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11. https://eric.ed.gov/?id=EJ1103654
Greenan, K.A. (2021, February 5). The influence of virtual education on classroom culture. Frontiers in Communication, 6, 1-4. DOI: 10.3389/fcomm.2021.641214
Henderson, S. (2021). No joke: Using humor in class is harder when learning is remote. The Conversation. Phys.Org. https://phys.org/news/2021-02-humor-class-harderremote.html
Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in online learning: Student attitudes and behavior during COVID-19. Frontiers in Education. 7(851019). DOI: 10.3389/feduc.2022.851019
Ilagan, R.L., & Quisido, P.Q. (2021). Research writing difficulties and performance of students in Practical Research [Abstract]. In Proceeding of the 2nd World Conference on Education, Law, and Technology (WCELT). IOER International Multidisciplinary Research Journal.
Kahu, E.R., Stephens, C., Zepke, N., & Leach, L. (2014). Space and time to engage: Matureaged distance students learn to fit study into their lives. International Journal of Lifelong Education, 33(4), 523-540. https://doi.org/10.1080/02601370.2014.884177
Kahn, P., Everington, L., Kelm, K., Reid, I., & Watkins, F. (2017). Understanding student engagement in online learning environments: The role of reflexivity. Education Tech Research Dev 65, 203–218. https://doi.org/10.1007/s11423-016-9484-z
Karabıyık, C. (2019). The relationship between student engagement and tertiary level English language learners' achievement. International Online Journal of Education and Teaching (IOJET), 6(2), 281-293.
Maretha, A.L., & Waluyo, B. (2022). Profiles, differences, and roles of learners’ agency in English learning in Thailand. International Journal of Instruction, 15(2), 543-564. https://doi.org/10.29333/iji.2022.15230a
Martin, F., & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning 22(1), 205-222. DOI: 10.24059/olj.v22i1.1092
Mercer, S. (2019). Language learner engagement: Setting the scene. In X. Gao (Ed.), Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-02899-2_40
Moafian, F., Ostovar, S., Griffiths, M.D., & Hashemi, M. (2019). The construct validity and reliability of the ‘Characteristics of Successful EFL Teachers' questionnaire revisited. Porta Linguarum, 31, 53-73.
Murati, R. (2015). The role of the teacher in the educational process. The Online Journal of New Horizons in Education, 5(2), 75-78.
Oyedotun, T.D. (2020). Sudden change of pedagogy in education driven by COVID-19: Perspectives and evaluation from a developing country. Research in Globalization, Elsevier, 2, 1-5. https://doi.org/10.1016/j.resglo.2020.100029
Philippine Normal University. (2021). University research agenda 2019-2023. Educational Policy Research and Development Center (EPRDC), Philippine Normal University.
Pokhrel, S., & Chhetri, R. (2021). A Literature review on the impact of the COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. DOI: 10.1177/2347631120983481
Portillo-San Miguel, E.J.F. (2021). Writing difficulties encountered by Humanities and Social Sciences students in Philippine Politics and Governance. International Journal of Language and Literary Studies, 3(3), 156-167. doi:10.36892/ijlls.v2i3.656
Redmond, P., Abawi, L., Brown, A., & Henderson, R. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183-204. DOI:10.24059/olj.v22i1.1175
Reeve, J., & Tseng, C. (2011). Agency is a fourth aspect of students' engagement during learning activities. Elsevier/Contemporary Educational Psychology, 36, 257-267. DOI:10.1016/j.cedpsych.2011.05.002
Reimers, F.M. (2020, April 9). What the COVID-19 pandemic will change in education depends on the thoughtfulness of education responses today [Blog]. https://www.worldsofeducation.org/en/woe_homepage/woe_detail/16727/%E2%80%9Cwhat-the-covid-19-pandemic-will-change-in-education-depends-on-the-thoughtfulness-of-education-responses-today%E2%80%9D-by-fernando-m-reimers
Salayo, J.D., & Gutierrez, M.M. (2023). Teacher identity and language ideology via critical pedagogy. In J. Chitiyo & Z. Pietrantoni (Eds.), Social Justice and Culturally Affirming Education in K-12 Settings. IGI Global. DOI: 10.4018/978-1-6684-
6386-4
Salayo, J.D., & Lintao, R.B. (2020). No walls, no ceilings, no floors: e-dialogic language teaching in basic education during the COVID-19 pandemic. The Antoninus Journal, 6, COVID-19 Special Issue.
Shearer, R.L., & Park, E. (2019). The theory of transactional distance. In I. Jung (Ed.) Open and Distance Education Theory Revisited. Springer Briefs in Education. Springer. DOI:10.1007/978-981-13-7740-2_4
Soland, J., Kuhfelf, M., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020, May 27). The impact of COVID-19 on student achievement and what it may mean for educators. Brookings, Brown Center Chalkboard. https://www.brookings.edu/
blog/brown-center-chalkboard/2020/05/27/the-impact-of-covid-19-on-student-achievement-and-what-it-may-mean-for-educators/
Tarrayo, V.N., Anudin, A.G., Mendoza, H.B., & Parungao-Callueng, E.S. (2022). Challenges and opportunities in teaching writing online amidst the pandemic: Voices from English language teachers in Philippine universities. The Australian
Journal of Teacher Education, 47(4), 74-90. DOI:10.14221/ ajte.2022v47n4.5
Terada, Y. (2020, June 23). Covid-19’s impact on students' academic and mental well-being. Edutopia. https://www.edutopia.org/article/covid-19s-impact-students-academic-and-mental-well-being/
Toraby, E., & Modarresi, G. (2018). EFL teachers' emotions and learners' views of teachers' pedagogical success. International Journal of Instruction, 11(2), 513-526. DOI:10.12973/iji.2018.11235a
Andrade, M.S. (2017). Online English language learning: Theory-based course design and pedagogy. Journal of Education and Training Studies, 5(3), 1-10. DOI: 10.11114/jets.v5i3.2058
Anjarwati, R., Sa'adah, L., Inggris, P.P., Jombang, S.P., & Pattimura, J. (2021). Student learning engagement in the online class. English Journal of Merdeka: Culture, Language, and Teaching of English, 6(2), 104-114. DOI: 10.26905/enjourme.v6i2.6128
Banna, J., Lin, M.F.G., Stewart, M., & Fialkowski, M.K. (2015). Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course. Journal of Online Learning and Teaching, 11(2), 249-261.
Baltes, S., & Ralph, P. (2020). Sampling in software engineering research: A critical review and guidelines. https://arxiv.org/pdf/2002.07764.pdf
Bhat, A. (2023). Descriptive correlational: Descriptive vs correlational research. Market Research: QuestionPro. https://www.questionpro.com/blog/descriptive-research-vs-correlational-research/
Burroughs, N., Gardner, J., Lee, Y., Guo, S., Touitou, I., Jansen, K., & Schmidt, W. (2019). Teaching for Excellence and Equity Analyzing Teacher Characteristics, Behaviors and Student Outcomes with TIMSS, 6. A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA). Springer.
Chatterjee, R., & Correia, A. (2020). Online students' attitudes toward collaborative learning and sense of community. American Journal of Distance Education, 34(1), 53-68. DOI: 10.1080/08923647.2020.1703479
Cleofas, J.V. (2021). Self-care practices and online student engagement during COVID-19 in the Philippines: A mixed methods study. Issues in Educational Research, 31(3), 699-717.
Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed method approaches. SAGE.
Culatta, R. (2021). Transaction Distance. In Instructional Design.org. https://www.instructionaldesign.org/models/transactional_distance/#google_vignette
Davies, L., Newton, D., & Newton, L. (2018). Teachers’ pedagogies and strategies of engagement. International Journal for Talent Development and Creativity, 6(1), 169-180.
D'Angelo, C. (2018). The impacts of the technology integration. In University of Ontario Institute of Technology's Educational Technology and the Curriculum (Summer 2018). https://pressbooks.pub/techandcurriculum/chapter/engagement-and-success/
Department of Education. (2013, May 15). Republic Act No. 10533. Official Gazette. Republic of the Philippines. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Demiroz, H., & Yesilyurt, S. (2015). Effective foreign language teaching: Perceptions of prospective English language teachers. Universal Journal of Educational Research 3(11), 862-870. DOI: 10.13189/ujer.2015.031112
Dixson, M.D. (2015). Measuring student engagement in the online course: The Online Student Engagement Scale (OSE). Online Learning, 19(4).
EAP Foundation. (n.d.). Academic writing. https://www.eapfoundation.com/writing/what/
Egbert, J. (2020). The new normal?: A pandemic of task engagement in language learning. Foreign Language Annals, 53, 314–319. DOI: 10.1111/flan.12452
Fatimah, N. (2018). Students' needs for academic writing at the English education department. English Language Teaching Journal, 1(3), 161-175. DOI: 10.12928/eltej.v1i3.744
Fitzmaurice, M., & O' Farrell, C. (n.d.). Developing your academic writing skills: A handbook. https://hub.teachingandlearning.ie/resource/developing-your-academic-writing-skills-a-handbook
Freire, P. (2018). Pedagogy of the oppressed (50th Anniversary Edition). Bloomsbury. Garcia, E., & Weiss, E. (2020, September 10). COVID 19 and Student Performance, Equity, and U.S. Education Policy: Lessons from Pre-Pandemic Research to Inform Relief, Recovery, and Rebuilding. Economic Policy Institute. https://www.epi.org/publication/the-consequences-of-the-covid-19-pandemic-for-education-performance-and-equity-in-the-united-states-what-can-we-learn-from-pre-pandemic-research-to-inform-relief-recovery-and-rebuilding/
Gray, J.A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11. https://eric.ed.gov/?id=EJ1103654
Greenan, K.A. (2021, February 5). The influence of virtual education on classroom culture. Frontiers in Communication, 6, 1-4. DOI: 10.3389/fcomm.2021.641214
Henderson, S. (2021). No joke: Using humor in class is harder when learning is remote. The Conversation. Phys.Org. https://phys.org/news/2021-02-humor-class-harderremote.html
Hollister, B., Nair, P., Hill-Lindsay, S., & Chukoskie, L. (2022). Engagement in online learning: Student attitudes and behavior during COVID-19. Frontiers in Education. 7(851019). DOI: 10.3389/feduc.2022.851019
Ilagan, R.L., & Quisido, P.Q. (2021). Research writing difficulties and performance of students in Practical Research [Abstract]. In Proceeding of the 2nd World Conference on Education, Law, and Technology (WCELT). IOER International Multidisciplinary Research Journal.
Kahu, E.R., Stephens, C., Zepke, N., & Leach, L. (2014). Space and time to engage: Matureaged distance students learn to fit study into their lives. International Journal of Lifelong Education, 33(4), 523-540. https://doi.org/10.1080/02601370.2014.884177
Kahn, P., Everington, L., Kelm, K., Reid, I., & Watkins, F. (2017). Understanding student engagement in online learning environments: The role of reflexivity. Education Tech Research Dev 65, 203–218. https://doi.org/10.1007/s11423-016-9484-z
Karabıyık, C. (2019). The relationship between student engagement and tertiary level English language learners' achievement. International Online Journal of Education and Teaching (IOJET), 6(2), 281-293.
Maretha, A.L., & Waluyo, B. (2022). Profiles, differences, and roles of learners’ agency in English learning in Thailand. International Journal of Instruction, 15(2), 543-564. https://doi.org/10.29333/iji.2022.15230a
Martin, F., & Bolliger, D.U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning 22(1), 205-222. DOI: 10.24059/olj.v22i1.1092
Mercer, S. (2019). Language learner engagement: Setting the scene. In X. Gao (Ed.), Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-02899-2_40
Moafian, F., Ostovar, S., Griffiths, M.D., & Hashemi, M. (2019). The construct validity and reliability of the ‘Characteristics of Successful EFL Teachers' questionnaire revisited. Porta Linguarum, 31, 53-73.
Murati, R. (2015). The role of the teacher in the educational process. The Online Journal of New Horizons in Education, 5(2), 75-78.
Oyedotun, T.D. (2020). Sudden change of pedagogy in education driven by COVID-19: Perspectives and evaluation from a developing country. Research in Globalization, Elsevier, 2, 1-5. https://doi.org/10.1016/j.resglo.2020.100029
Philippine Normal University. (2021). University research agenda 2019-2023. Educational Policy Research and Development Center (EPRDC), Philippine Normal University.
Pokhrel, S., & Chhetri, R. (2021). A Literature review on the impact of the COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. DOI: 10.1177/2347631120983481
Portillo-San Miguel, E.J.F. (2021). Writing difficulties encountered by Humanities and Social Sciences students in Philippine Politics and Governance. International Journal of Language and Literary Studies, 3(3), 156-167. doi:10.36892/ijlls.v2i3.656
Redmond, P., Abawi, L., Brown, A., & Henderson, R. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183-204. DOI:10.24059/olj.v22i1.1175
Reeve, J., & Tseng, C. (2011). Agency is a fourth aspect of students' engagement during learning activities. Elsevier/Contemporary Educational Psychology, 36, 257-267. DOI:10.1016/j.cedpsych.2011.05.002
Reimers, F.M. (2020, April 9). What the COVID-19 pandemic will change in education depends on the thoughtfulness of education responses today [Blog]. https://www.worldsofeducation.org/en/woe_homepage/woe_detail/16727/%E2%80%9Cwhat-the-covid-19-pandemic-will-change-in-education-depends-on-the-thoughtfulness-of-education-responses-today%E2%80%9D-by-fernando-m-reimers
Salayo, J.D., & Gutierrez, M.M. (2023). Teacher identity and language ideology via critical pedagogy. In J. Chitiyo & Z. Pietrantoni (Eds.), Social Justice and Culturally Affirming Education in K-12 Settings. IGI Global. DOI: 10.4018/978-1-6684-
6386-4
Salayo, J.D., & Lintao, R.B. (2020). No walls, no ceilings, no floors: e-dialogic language teaching in basic education during the COVID-19 pandemic. The Antoninus Journal, 6, COVID-19 Special Issue.
Shearer, R.L., & Park, E. (2019). The theory of transactional distance. In I. Jung (Ed.) Open and Distance Education Theory Revisited. Springer Briefs in Education. Springer. DOI:10.1007/978-981-13-7740-2_4
Soland, J., Kuhfelf, M., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020, May 27). The impact of COVID-19 on student achievement and what it may mean for educators. Brookings, Brown Center Chalkboard. https://www.brookings.edu/
blog/brown-center-chalkboard/2020/05/27/the-impact-of-covid-19-on-student-achievement-and-what-it-may-mean-for-educators/
Tarrayo, V.N., Anudin, A.G., Mendoza, H.B., & Parungao-Callueng, E.S. (2022). Challenges and opportunities in teaching writing online amidst the pandemic: Voices from English language teachers in Philippine universities. The Australian
Journal of Teacher Education, 47(4), 74-90. DOI:10.14221/ ajte.2022v47n4.5
Terada, Y. (2020, June 23). Covid-19’s impact on students' academic and mental well-being. Edutopia. https://www.edutopia.org/article/covid-19s-impact-students-academic-and-mental-well-being/
Toraby, E., & Modarresi, G. (2018). EFL teachers' emotions and learners' views of teachers' pedagogical success. International Journal of Instruction, 11(2), 513-526. DOI:10.12973/iji.2018.11235a
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Jun 19, 2024
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Salayo, J., Engracia, J., & Titar-Improgo, C. M. (2024). Learners’ Engagements and Teachers’ Pedagogical Success in an Online Academic Writing Class. The Normal Lights, 18(1). Retrieved from https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/2470
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