Experiential writing through connectivism learning theory: a case study of English language students in oman higher education

ABSTRACT

Despite the widely established importance of connectivism pedagogies in 21^st century learning, there remains a relative dearth of evidence with some expectations on enhancing writing experiences during COVID-19 using online and remote writing mediums. This study aimed to explore how students engage in making sense of their own writing using connectivism learning theory, which allowed them to explore the meaning-making process at personal and collective levels. The study employed a case study design, using data from 43 students enrolled in a first-year enhanced language training (ELT) program; their English levels ranged from 4.0–4.5 International English Language Testing System (IELTS) band scores. The findings of this study suggest that combining both cognitive process theory and connectivism learning theory to teach writing promotes students’ reflective practices and deepens their understanding of their writing styles. Furthermore, students’ collaborative writing actions led to improvements in their understanding of their approach to text formulation. The findings of this study reveal that connectivism learning theory helped students author longer texts than they usually did, suggesting that writer’s blocks for English as a Second Language (ESL) novice writers had reduced. Therefore, this study recommends that teachers should blend a reflective approach to writing with connectivist pedagogies.

KEYWORDS:

• Connectivism learning theory
• cognitive model of teaching
• ESL writing
• reflective approach of writing
• writing community

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Wafaa Saif Al Maawali

Wafa Al-Maawali is an assistant professor at University of Technology and Applied Sciences-Rustaq. She has published in Educational Technology and English language teaching. She is currently working on projects related to quality teaching and integrating technology in ESL.