Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges January 2022                     Pp.64-84

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Exploring Teachers and Students’ Perceptions towards Emergency Online Learning Intensive
English Writing Course during COVID-19 Pandemic

Hebah Asaad Hamza Sheerah
English Department, Applied College for Girls
King Khalid University, Abha, Saudi Arabia
Corresponding Author:

 Meenakshi Sharma Yadav
English Department, Applied College for Girls
King Khalid University, Abha, Saudi Arabia 

May Ali Elzein Fadl Allah
English Department, Applied College for Girls
King Khalid University, Abha, Saudi Arabia

Ghazwa Jalal Abdin*
English Department, Applied College for Girls
King Khalid University, Abha, Saudi Arabia


Received: 9/2/2021                   Accepted:10/28/2021                             Published:  1/24/2022


For ages, teaching and learning face-to-face has been very popular and considered the best way to achieve knowledge and accomplish academic activities. However, during the Covid-19 Pandemic, where on the one side, the whole world was searching for a solution to cope with the situation on the other side online learning demonstrated a substantial alternative. The present paper aimed to investigate the teachers and students’ perceptions of the emergency online learning process, especially for intensive English writing courses. The study is descriptive using the qualitative research methodology. The two focus groups (teacher and student) are interviewed, consisting of 42 participants, asking open-ended questions mainly about the benefits and challenges of the writing course during the Pandemic. The paper ends with the teachers and students’ positive response that indicates the thrilled and jubilant welcome of the synchronized online/virtual learning in the latest situation that emerged due to the Pandemic. Eventually, the study discussed the quality assurance efforts, particularly towards the spontaneous conduction of lectures infused with motivation, responsibility, discipline, and flexibility offered without any interruption. The Internet proved a great learning tool in assuring many resources.
Keywords: COVID-19 Pandemic, IEP, ELL, online learning, process approach, students’ perception, Saudi context, teachers’ perception, virtual classes, writing skills

Cite as: Sheerah, H. A. H., Yadav, M. S.,  Allah, M. A.E.F., & Abdin, G. J.   (2022). Exploring Teachers and Students’ Perceptions towards Emergency Online Learning Intensive English Writing Course during COVID-19 Pandemic  .  Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2) 64-84


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Received: 9/2/2021  
Accepted: 10/28/2021 
Published: 1/24/2022

Hebah Asaad Hamza Sheerah is currently an assistant professor of TESOL at the Department of English, Applied College for Girls, King Khalid University, Abha, Saudi Arabia since 2019. In October 2018, she got a Ph. D. degree from Reading University, the UK. She previously worked in Taiba University, Saudi Arabia for four years. Her areas of interest include blended learning, language & education, teaching & learning, curriculum development, and collaborative learning. She has participated in many international conferences.

Meenakshi Sharma Yadav is an assistant professor of linguistics at the English Department, Applied College for Girls, King Khalid University, Abha, Saudi Arabia. She did her M. Phil. in ELT from the Banasthali Vidyapith, and TEFL from, London.  Dr. Meenakshi holds a Ph. D. in linguistics from the University of Rajasthan. Her research areas are linguistics and literary criticism.

May Ali Elzein Fadl Allah is a lecturer at the English department, King Khalid University. She holds an MA in ELT from the Khartoum University, and Ph. D. in applied linguistics from the Sudan University of Science and Technology, Sudan. Her research area is applied linguistics.

Ghazwa Jalal Abdin is a lecturer of English at the English Department at King Khalid University. Ghazwa holds a Diploma in general linguistics and an M.A. in applied linguistics from Sheffield University in UK. Ghazwa’s research is related to language teaching in higher education.