Abstract
Writing today includes the act of tapping onto the keyboards of the computer to compose text for publication. Publication here can mean the simple act of getting the text ready to be read by the audience. The wave of online learning has added more challenges to learn academic writing. Writing is an activity that requires engagement. When it comes to academic writing, there are internal and external factors that contribute to the challenges. This study is done to investigate how learners perceive learning academic writing online. After undergoing a semester of learning academic writing, online, learners were asked to respond to a survey. It has 4 sections and used a 5-likert scale. The first section is the demographic profile, the section is on planning, the third is on translating and the last section is on reviewing. Data analysis showed that leaners perceived that planning was not as important as the translating and reviewing stages. Findings has interesting pedagogical implications for the teaching of academic writing online.
Highlights
Writing is an activity that requires engagement
Findings for Planning This section presents data to answer research question 1-How do learners select content during online writing? The selection of content is done by looking for materials to be used in the write-up and this stage is known as the planning stage. 8 items were presented to reveal what writers do doing the planning stage
The highest mean is for translating and reviewing. Writers perceive that they needed less time planning and searching for materials compared to for the actual write-up and reviewing
Summary
Writing is an activity that requires engagement. According to Haron & Rahmat (2020), writing is a conversation between the writer and the reader. Learning academic writing is not an easy task as writing process involves stages like (a) planning, (b) translating and (c) evaluating. Cognitive presence is described as the extent to which learners are able to create meaning through the online interactions This is done by integrating existing learning with new learning requires knowledge, reflection, discussion and confirming of meaning. According to Rahmat, Aripin, Lin, Whanchit, and Khairuddin (2020), writers spent a large section of their writing time on the planning stage During this stage, he /she uses his/her knowledge of topic, audience and made stored writing plans. Cognitive presence is described as the extent of learners (writers) to construct meaning This is done by sustaining the online communication. In the writing process (figure 3) , writers go through the cognitive presence by (a) planning , (b) translating and (c) evaluating their written product
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Academic Research in Business and Social Sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
