Improving writing proficiency in a virtual classroom setting: Students’ perspectives

Abstract

This study examines the perspectives of Sudanese EFL university students on improving writing proficiency in a virtual classroom setting in the first semester of the academic year 2023–20244. The research involves conducting structured interviews with 15 EFL learners in the Faculty of Education at the West Kordufan University in Sudan. Thematic analysis is utilized to analyze the gathered data. The findings reveal numerous challenges faced by Sudanese EFL university students in the process of learning and improving writing proficiency in a virtual learning environment. The challenges encompass issues such as unreliable and inadequate internet connectivity, insufficient feedback from teachers, and difficulties in acquiring and honing writing skills within an online learning environment compared to other language skills. Additionally, limited interaction between teachers and students and the high costs associated with online learning are identified as hindrances. The study demonstrates that these challenges have significantly impeded the students' progress in enhancing their writing skills. Nevertheless, the data analysis indicates that some students hold positive views regarding online learning and its impact on developing writing skills. They believe online learning facilitates improvement in writing performance through online research, contributes to developing language and online learning skills, and encourages communication and collaboration. The research discusses the implications of these findings for teachers and researchers.