Effective Online Teaching Research Articles

Leveraging machine learning techniques for student’s attention detection: a review

With the advances of the internet and today's innovation, it has become conceivable to conduct teaching and learning activities remotely through the online platform. Existing research says that student’s attention state and learning result are strongly correlated. However, despite its importance, this can be a challenging task, as students in general taking an online class may be in a variety of different environments and may be multitasking or distracted by other factors. This review paper aims to address these challenges by exploring the opportunities offered by machine learning techniques in attention detection for effective online teaching and learning. By leveraging machine learning algorithms, which can analyze large volumes of data, including eye-tracking, facial expressions, and body movements, we can develop robust models for attention detection in online learning environments. This paper reviews the challenges specific to online learning, such as students' attention deficits and learning styles, and highlights the limitations of current attention detection methods. Furthermore, it provides recommendations to advance attention detection technology, emphasizing the potential of machine learning to enhance attention detection technology for effective online teaching and learning.

Modern methods of distance learning in the educational process of a higher education institution

Relevance. Due to the spread of COVID-19, the study and practical application of effective distance learning methods have become the most relevant subjects in teaching. Purpose. The purpose of this study is to analyse modern methods and tools for the implementation of distance learning in universities, which can form the basis of teachers' professional readiness for the online learning process. Methodology. Since this subject is broad in content, the study consisted of two parts: theoretical and practical, where functional and dialectical approaches and general methods of research are used: analysis, synthesis, comparison, generalisation, and analysis of scientific literature. Results. The theoretical part analysed the online organisation of the educational process at the I. Zhansugurov Zhetysu University (Republic of Kazakhstan) and the Moscow Institute of Psychoanalysis (Russian Federation), which allowed defining the basic concepts of distance learning. In practice, the criteria of teachers' readiness and modern methods of distance learning are proposed. Conclusions. In conclusion, the study highlights the critical role of modern distance learning methods in higher education, particularly in response to the challenges posed by the COVID-19 pandemic. By analyzing the implementation of these methods at I. Zhansugurov Zhetysu University and the Moscow Institute of Psychoanalysis, the research identifies essential concepts and practical strategies for effective online education. The proposed criteria for teachers' readiness emphasize the importance of equipping educators with the necessary skills and tools for distance learning. These findings can inform the development of comprehensive training programs to enhance the quality of online education in universities. Keywords: distance learning; education; teacher; student; advanced training; retraining; readiness

Exploring Cognitive Teaching Approaches for Inclusive Translation Online Classes: A Case Study During the COVID-19 Pandemic

This study explored teachers’ lived experiences of teaching translation inclusively online for the first time during the lockdown of the COVID-19 pandemic. The participants teach English and translation in the English Department, College of Languages and Translation, at Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. Data were collected using a 5-point Likert questionnaire and semi-structured interviews. The study delved into the teaching approaches that teachers used to achieve course objectives, and the technology tools they embedded into the Learning Management System (LMS). The results indicated (73%) positive experiences, with (86.8%) finding the LMS effective for delivering instructional plans and (78.5%) reporting an increase in awareness of continuous technology education. The emergent themes of cognitive approaches included project-based instruction (89%), collaborative techniques (71%), conference-based strategies (64%), and constructivist approaches (50%). The results also showed improvements in students’ translation skills (80.7%), linguistic abilities (83.2%), social skills (78.5%), communicative skills (65.1%), and psychometric abilities (78.3%), indicating the positive effects of technology on cognitive domains. The findings illustrated that adopting effective instructional methods and integrating operative technological tools can significantly contribute to delivering enriched online content. The study recommends integrating Cultural Translation and Interpretation Studies (CTIS) and Cognitive Translation Studies (CTS) into professional development programs to enhance innovative teaching approaches for online settings. Consequently, the study contributes to language and translation education and technology by presenting an inclusive model that emphasizes the importance of incorporating translation theories, teaching methodologies, and appropriate technologies for effective online teaching.

Developing Synchronous Online Teaching Practices through Emotion Contagion Theory using ADDIE

Student engagement is a critical factor in online learning. The higher the engagement, the more effective time and effort students spend pursuing their goals. An increasing volume of research indicated that engagement is malleable through effective pedagogy. While most research focused on course structure and content, teaching and learning activities and the teacher’s role, this study aimed to add a human touch to online elementary learning since emotional engagement is the most influential factor in elementary education. The objectives of this study were to develop teaching practices in synchronous online sessions at elementary levels through Emotion Contagion Theory. The synchronous online teaching practices were developed based on the findings of preliminary studies of Generation Alpha’s online learning experience and the factor of emotional engagement. The development was conducted using the ADDIE Instructional Design Model, and Emphatic Concern, Emotion Contagion, and Communicative Responsiveness Model. As synchronous online learning is the facet of online learning, this study aimed to provide a guideline for elementary online educators to serve as a part of effective online education targeted at Generation Alpha, aged 7-12. Both descriptive qualitative and descriptive quantitative analyses were conducted. The development process adhered to the ADDIE model's five steps, encompassing Analysis, design, development, implementation, and evaluation. (2) The content expert's validation demonstrated agreement. The overall user's questionnaire responses averaged into the "good" category. Overall, users express that the module is qualified and easily comprehensible. Users suggested to provide more examples of non-verbal cues. Experts proposed a revision of the background colour to make it more interesting, add more details on how to create a genuine smile, and develop the teaching practices into a tangible synchronous teaching kit to increase its accessibility.

Impact of Online Learning Platforms on Student Engagement in India

Purpose: The aim of the study was to investigate the impact of online learning platforms on student engagement in India.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: Research on online learning platforms in India highlights increased access to education, particularly in remote areas. Students show high engagement due to platform convenience and interactive features. Challenges like the digital divide impact equitable access and engagement. Despite these challenges, online platforms have the potential to revolutionize education in India. Addressing accessibility barriers is crucial for maximizing engagement and ensuring inclusive learning.
 Unique Contribution to Theory, Practice and Policy: Social presence theory, cognitive load theory & technology acceptance model (TAM) effect may be used to anchor future studies on the impact of online learning platforms on student engagement in India. Pedagogical Innovation and Teacher Training - Educational institutions in India should prioritize pedagogical innovation and invest in teacher training programs focused on effective online instruction. Digital Infrastructure and Accessibility - Policymakers must address infrastructural challenges and promote equitable access to digital resources and connectivity across all regions of India.

Meaningful Synergy in E-learning Integrating Environmental Awareness and Project-Based Learning in EFL

The study investigates EFL e-learning project-based education and environmental awareness. Despite limited participation and technology concerns, e-learning is evolving. This study supports "green awareness" in higher education institutions, promotes environmental responsibility and global citizenship. Our study combines meaningful learning, project-based pedagogy, and online EFL instruction with active engagement. According to this study, project-based education and environmental awareness can boost EFL e-learning learners' involvement. These 300 university-level EFL students are being studied holistically with ADDIE. This comprises need analysis, design, material development, classroom implementation, and impact assessment. According to research, incorporating "green business" into online sessions increases student participation. A poll found that intervention promotes environmental consciousness. According to interviews, environmental awareness and sustainability motivate students to create environmentally responsible solutions. Despite limitations in depth and sample size, well-designed interventions increase online learning engagement. The findings contribute to more effective online education methods, instructional design, and student involvement investigations.

Instructional Strategies for TEFL Online Learning

The impact of the COVID-19 outbreak has led to the closure of educational institutions around the world, prompting the exploration of instructional strategies for online teaching in higher education. This case study develops effective online teaching methods without compromising the quality of student learning. Ideas for online education in developing countries, including maintaining the voice of the instructor, practicing vocal functions, and sharing resources before class, are considered. These strategies support improved student learning, with suggestions for collaboration between the Higher Education Commission and the telecommunications industry to address internet issues. Factors such as student feedback, flexible teaching and grading policies, and support from teaching assistants, play an important role in improving distance learning. TEFL certification is becoming an important component in job applications for teaching English abroad, offering the ability to teach English as a foreign language in various countries.

Understanding the Experiences of Dropouts During COVID-19 Pandemic School Closure: A Qualitative Study

This study explores the teaching learning experiences of school dropouts during pandemic school closure as well as the factors that influenced them to leave the school. The factors affecting dropouts during pandemic school closure were rarely studied in Bhutan. This study employed phenomenology as its method. A total participants of 12 dropouts of the year 2020, four parents, four teachers and four school principals were selected through purposive and snowball sampling. The data was collected with semi-structured interviews consisting of four research questions. The collected interview data was transcribed and analyzed by following Braun and Clarke’s (2006) six-step framework. The findings demonstrate that abrupt school closures necessitated the use of online learning as a means of ensuring that education continued. However, there were concerns about student participation in online learning using digital platforms due to students’ socioeconomic and technological challenges. These challenges were found to have been the cause of their dropping out of the schools. Students’ socioeconomic background of their parents compelled them to provide support to their parents in the socioeconomic activities, thus, impacting their participation in the regular academic activities. According to the interview, variables that contributed to dropouts included socioeconomic issues, unfinished assignments, difficulties understanding lessons, lack of enthusiasm, a lack of smartphones and poor internet connectivity, pregnancy, and relationships. The study also identified online teaching pedagogy employed by the teachers as a significant contributor to student attrition. Though the study is limited to a district, the findings recommend the need to improve technological access, provide digital equipment and reasonably priced internet to underprivileged students and provide professional development programs for teachers on technical skills to improve their competency in using online apps for effective online teaching.

The Metaverse Design and Evaluation in Product Design and Development

The COVID-19 pandemic prompted a shift to online learning like SUT-Elearning, Zoom, and Google Classroom. However, these platforms have limitations in replicating classroom dynamics and fostering interaction. Students have low motivation for studying and class participation. The concept of a metaverse classroom is introduced, aiming to enhance engagement by exploring the Metaverse's origins, features, and educational benefits. This study delves into integrating metaverse technology into online education, using Suranaree University of Technology's product design and development course as a model. This course merges project-based and problem-based learning. The investigation outlines the gradual creation of a virtual classroom aligned with these traditional approaches, detailing its functions, components, and limitations. The classroom design is evaluated through student feedback gathered from interviews and surveys. Students assess the design's advantages and disadvantages and compare between the Metaverse, physical classes, Zoom, and video-based learning. Results drawn from feedback from 20 students highlight a preference for physical learning, closely followed by the Metaverse, which excels in engagement over Zoom and video. The Metaverse also excels in real-time interactions, with minor differences in self-directed learning. The study emphasizes the potential of integrating the Metaverse as a catalyst to improve online education and immersive learning. It highlights the ability of metaverse integration to increase real-time engagement and support innovative instructional methods. These methods are vital in effective online education, particularly in the ever-evolving educational landscape.

From the Classroom to the Screen: The Power of Artistic Expression and Emotional Intelligence in Effective Online Teaching and Communication

In the context of the increasing prevalence of online education, it is crucial to explore productive approaches that enhance student engagement and foster meaningful interactions. The article examines the role of emotional intelligence and artistic expression in online teaching and communication, drawing from original global survey research with over 200 teacher and educator respondents. The study emphasizes the effectiveness of artistic expression in capturing students' attention, facilitating comprehension, and promoting creativity. The research explores strategies for incorporating emotional intelligence and artistic expression in online teaching, offering practical tips specifically suited for online English instruction. These strategies guide educators in creating dynamic online learning environments that optimize the learning experience and promote academic success. Acknowledging challenges, the paper sheds light on the hesitations and fears experienced by participants in being recorded or teaching in front of a camera. It highlights the need for training, resources, and guidelines to support educators in acquiring and developing artistic expression skills. By addressing challenges and integrating artistic expression, teachers can create impactful and supportive online learning environments that promote student engagement and provide an enriched learning experience in the digital era of education. Finally, the article provides valuable insights and practical recommendations to enhance online teaching practices.

Revealing the Impact: Online Teaching Effectiveness and Student Outcomes during the COVID-19 Pandemic at the University of Cape Coast

This study uses the Technology Acceptance Model (TAM) as a theoretical framework to investigate the significant effects of online instruction during the COVID-19 epidemic at the University of Cape Coast. The main objective is to look into how the effectiveness of online learning environments affects crucial student outcomes like behaviour, engagement, technology assistance, and overall performance. The study utilised a quantitative cross-sectional design, and data collection methods included simple random sampling procedures. The study's primary focus was the unique environment of Ghana's University of Cape Coast. The Technology Acceptance Model led the inquiry, and SPSS was used for statistical analysis. The study's findings show that the efficiency of online learning environments has a significant and favourable impact on students' performance, behaviour, and technological support. This highlights the critical role that effective online instruction plays in influencing favourable student outcomes and laying the groundwork for well-informed decisions about instructional strategies. The study's application highlights the strategic value of funding efficient virtual education systems. Educational institutions can use these insights to enhance online instruction, make the most of technology support services, and fine-tune curriculum design to improve student outcomes.

Financial sustainability of higher education system

Purpose- Financial sustainability is vital for the higher education systems in the global competitive atmosphere of the world of 2020s. This paper reviews a comparative analysis between the budgets and expenditures of the Turkish and British higher education systems, beside a view on those of the OECD countries. This paper intends to clarify Turkish higher education system’s difficulties in financial sustainability to provide required academic standards due to increasing costs and number of students versus the economic strength of significant actors such as the United Kingdom in the globalized competition. For this reason, this paper advocates cost advantages provided by the application of effective online education model to acquire financial sustainability clarifying the rise of digital universities by the 2030s. Methodology-. The study employs a literature review aiming to perform a comparative analysis on the financial structures of Turkish and British higher education systems. Moreover, OECD data were also reflected. The aim was to identify the possible difficulties of Turkish higher education system in financial sustainability to provide required academic standards in the competitive global area and find a contemporary solution. Findings- The analysis reveals that the Turkish higher education system have disadvantages in providing financial sustainability under the conditions of increasing costs as well as number of students in order to reach the required standards in the global league. Notably, it is clearly seen that efective application of online education strategy is an opportunity to balance revenues and expenditures in this way. As a matter of the fact, the effect of digital transformation era and the attitude of Generation Z students have already prepared this atmosphere. Conclusion-. Governments highly financed higher education systems after 20th Century. However, financial problems emerged due to increasing number of students and increasing costs. Eventhough the budgets had continuously been increased, Turkish higher education system have realized lower expenditures in the OECD average. Problems in financial sustainability to provide required academic standards have clearly been noticed in the global competitive atmosphere while compared with the example of the United Kingdom. Over the Covid-19 crisis, universities successfully implemented hybrid education around the world increasing the effect of online systems forced by Generation Z’s perspective on embracing Digital Technologies. So, effective application of online education model appeared as a new opportunity for Turkish higher education system to provide financial sustainability decreasing costs and also efficiently compete in the global area. Indeed, blended learning in traditional universities and inevitable growth of digital higher education institutions named as University 5.0 will be seen after 2030s. Keywords: Higher education, university, financial sustainability, Turkiye, United Kingdom, online education JEL Codes: I22, I23, M10, M21

Empowering e-Tutors for Effective Online Teaching and Learning: E-tutors’ Challenges and Perceptions

Online learning has been considered as a paradigm shift in education that offers a transformative approach to the acquisition of knowledge and skills. The objectives of the study included identifying the perceptions of e-tutors on the usage of e-tutoring by online students; investigating the challenges encountered by students in using e-tutoring; and recommending measures to enhance e tutoring in the Department of Financial Accounting at a South African university. A quantitative research approach and a descriptive research design were used, employing an online survey to collect data from e-tutors involved in financial accounting modules. A total of 188 questionnaires were distributed electronically to e-tutors in the Financial Accounting Department. Due to unforeseen challenges, only 95 e-tutors filled out the questionnaires completely. SPSS was used to analyze the data through the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and the rotated component matrix was applied to assess the suitability of the sample for factor analysis and to discern the underlying structure and behavioral patterns within the data set. Findings reveal that e-tutors play a crucial role in assisting students with module-specific problems, addressing difficult topics, and making the course content more engaging. However, challenges such as the need for continuous training in online communication skills and the use of online technology tools were highlighted. Issues related to Internet connectivity and costs also impacted the effectiveness of e tutors. Reliable Internet infrastructure and adequate resources are vital for addressing these challenges. Based on the findings, the study recommends that e-tutors engage in continuous professional development and receive module-specific training to enhance their knowledge and skills. Collaboration between e tutors and lecturers should be encouraged to foster a supportive learning environment. The study concludes that the facilitation of e-tutoring in financial accounting modules has shown promising outcomes in supporting students’ teaching and learning.

Modern education: key factor in global innovation in higher education

The role of education in the educational space of a higher school is shown and it is measured as a aspect in the international procedure of informatization of higher education. The main features of modern society and the main trends that change the image of education are highlighted. The leading models of the educational progression as a factor of the global process of informatization of higher education, which are built based on network computer technologies, are considered. For quality education, the main criteria for selecting means of organizing the educational process are recognized; basic didactic and specific principles. Positive features of modern education are emphasized. Finding effective ways to improve higher education, is considered a factor of the global informatization process. A survey of students of various specialties in institutions of higher education was conducted to find out the key traditions of global quality training of future competitive specialists in the innovative process of higher education. The prospects for the growth of modern education and the ways and means of education, which allow for a complete restructuring of the educational sector, improve and even change the educational process, are considered. The essence of today's most accessible and effective online education projects is revealed.

Switching to virtual classes: exploring teacher readiness under the ‘new normal’

ABSTRACT The recent global pandemic necessitated a shift which compelled educators to embrace online modalities. The authors examined the preparedness of teachers for this transition in three key domains: material readiness, home environment readiness and psychological disposition readiness. Survey data, gathered from 219 Filipino educators via an online questionnaire, revealed noteworthy insights. Most respondents registered a lack of confidence in internet connectivity and admitted not having household surroundings conducive to work-from-home arrangements. Despite some educators expressing readiness for online instruction, a prevalent theme emerged wherein a majority demonstrated unwillingness to assume the role of ‘digital teachers’. This study posits that while transitioning to non-traditional spaces like the online platform is imperative in times of global pandemic, being mindful of the myriad of readiness issues faced by educators is equally important to ensure a truly meaningful and effective online teaching experience.

Application of regression decision tree and machine learning algorithms to examine students’ online learning preferences during COVID-19 pandemic

The emergence of the novel coronavirus (COVID-19) profoundly disrupted the field of education, ushering in an era of widespread online learning adoption. This research paper seeks to investigate the multifaceted factors influencing students' preferences for online learning. Employing data exploration techniques and machine learning algorithms, the study aimed to identify the pivotal variables affecting students' willingness and performance in online educational environments. The research encompassed data collection through designated questionnaires and the application of decision tree-based machine learning algorithms to analyze these diverse factors. Through this approach, seven specific prerequisites were derived, employing multiple linear regression analysis within the decision tree framework, to illuminate the relationships between these factors. Key aspects considered in these prerequisites included factors such as "internet connectivity issues," "COVID-19 pandemic-induced stress," "COVID-19 vaccination status," and "close relatives' COVID-19 infections". Foremost among the reasons for students' reluctance to embrace online learning was the presence of "internet difficulties," including issues like slow connections and frequent disruptions. From the results of this research, it can be concluded that basic computer and internet courses can be beneficial for encouraging online education. Findings of this study underscore the potential benefits of offering basic computer and internet courses as a means to encourage and facilitate effective online education, particularly in the context of the COVID-19 pandemic.

The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: a mediation model

BackgroundWith the increasing prevalence of online teaching, understanding the dynamics that impact educators' well-being and effectiveness is paramount. This study addresses the interconnected relationships among online teaching competence, self-efficacy, emotion regulation, and digital burnout among teachers in the digital learning environment.ObjectivesThe primary objectives of this research are to investigate the direct and mediated effects of online teaching competence and self-efficacy on emotion regulation and digital burnout among teachers. Additionally, the study aims to explore the mediating role of emotion regulation in the relationship between self-efficacy and digital burnout. The overarching goal is to provide comprehensive insights into the factors influencing teacher well-being in the online teaching context.MethodologyA cross-sectional survey design was employed, involving a convenience sample of educators from a specific university. Participants responded to validated self-report measures assessing online teaching competence, self-efficacy, emotion regulation, and digital burnout. Statistical analyses, including regression and mediation analyses, were conducted to examine the relationships among the key variables.ResultsThe findings reveal significant relationships and effects among the investigated variables. Online teaching competence is a substantial predictor of emotion regulation and digital burnout. Similarly, self-efficacy significantly impacts emotion regulation and digital burnout. Emotion regulation mediates the relationship between online teaching competence, self-efficacy, and digital burnout. These results highlight the intricate connections shaping teachers' experiences in the digital teaching environment.Conclusions and implicationsIn conclusion, this study provides robust evidence supporting the interconnectedness of online teaching competence, self-efficacy, emotion regulation, and digital burnout among teachers. The implications underscore the importance of fostering these competencies through targeted professional development. Educational institutions and policymakers can use these insights to implement strategies that enhance teacher well-being, ultimately promoting a more effective and sustainable online teaching environment.

Delivering computing module for the large part-time software development class from pre- to post-pandemic: An online learning experience

IntroductionCovid-19 pandemic brought dramatic changes to higher education settings, particularly for curriculum delivery, moving quickly to online learning. This paper discusses teaching experience covering practices of technology-enhanced learning for the MSc Computing Foundations module (20 CATS) for a large class studying part-time Software Engineering course at the School of Electronics, Electrical Engineering and Computer Science (EEECS), Queen's University Belfast (QUB) during 2019–2022 academic years. We compare on-campus learning with the abrupt shift to online learning during the pandemic and with sustainable online learning a year later. The objective of this study is to answer how part-time software development students perceived their technology-enhanced learning experience from pre- to post-pandemic and to evaluate the impact of the shift to online learning for the part-time class MethodsThis study is based on data collected during 2019/2020, 2020/2021, 2021/2022 academic years. Methodology types employed in this study include online observation with statistics collected from the virtual learning environment (VLE) Canvas, quantitative analysis, individual student surveys on teaching techniques and module content ResultsThis study provided an effective online teaching method for Computer Foundation module, reviewing the impact of different curriculum items and online educational activities starting with content delivery – both synchronous and asynchronous – and moving on to VLE Canvas discussion forums, ungraded formative quizzes, in-term formative assessment in the form of mock exam and, finally, to online summative assessment delivered on VLE Canvas. We investigate positive and negative aspects of technology-enhanced learning from pre- to post-pandemic according to part-time adult students studying the MSc software development program and focus on how this effective learning environment contributes to education practice with a view what developments are worth retaining post-pandemic and what did not work well. Analysis of the data from individual student surveys on teaching techniques and module content for the Computing Foundations module allowed us to conclude that students perceived very positive their technology-enhanced learning experience after shifting to online learning. We also found out that сhanging the module delivery format (from face-to-face to online) did not affect the results of the students’ performance. Conclusion and implicationsAdaptation of the MSc Computing Foundation module to a new model of distance learning has proved to be successful, so we can conclude that this delivery format is appropriate for this target audience. This study explored the effectiveness of the pedagogical approach while also gaining valuable insights into the software development student experience of learning in the VLE. The findings from this study may contribute to developing effective teaching practices in software engineering education and adult learning, and improve the preparation of future software professionals in the IT industry.

The Application of Online Education and Teaching Management System Based on Network and ASP Technology

In order to facilitate better communication between students and teachers, submit learning questions, and make it easier for teachers to manage students during the learning process, the author has designed an online education and teaching management system based on network technology. The system utilizes ASP technology and uses SQL Server as the database to display a user-friendly interface, successfully achieving various functions of the online classroom teaching system. For the target user college students, it is hoped that the application of this system can improve teaching efficiency. In order to verify the comprehensive performance of the designed education system, tests were conducted, the test results show that the throughput rate of 20 users accessing the system is also due to the setting of a collection point every time data is submitted, and the majority of the throughput rate is concentrated after each form input and data submission. Some pages have higher throughput values due to their download task operations. This study is of great significance for developing effective educational resources, helping teachers organize and guide course teaching, making effective evaluations of learning resources and learners, and developing effective online education platforms.

EFL Teachers’ Perspectives on Online Teaching of the Writing Skill Using ICT Tools

The shift to online teaching has highlighted the important use of Information and Communication Technology (ICT) by faculty members. The objectives of this paper are to identify the current use of the technological tools to teach the writing skill in an online mode and to describe teachers’ perspectives on the potential effect of using the different kinds of ICTs in the process of online teaching and learning of writing. This study employed a descriptive research approach using qualitative methods for data collection and analysis. A purposive sample of Six (6) Written Expression teachers from the department of Letters and the English Language at Frères Mentouri University participated in this study. Data was collected through a focus group interview, enabling in-depth discussions and insights into teachers’ experiences and perceptions. The analysis revealed that teachers believe that technological tools such as Google Apps (Google Classroom, Google Meet, and Facebook) offer greater engagement and collaboration in the writing process, as well as encourage teacher and peer feedback on students’ writings. However, teachers expressed only moderate satisfaction with ICT accessibility and use due to certain challenges and the necessity to possess both technological knowledge and pedagogical knowledge for effective teaching of writing. The present study extends the existing knowledge on online language teaching, particularly in the context of the writing skill. It highlights the technological requirements and pedagogical strategies employed by EFL teachers to optimise the use of ICTs and ensure effective online teaching of the writing skill. The findings of this study have implications for educational stakeholders, emphasising the importance of integrating ICTs into writing instruction in online environments.