Emergency remote teaching adaptation of the anonymous multi-mediated writing model

Abstract

Covid-19 related transfer of instruction to digital platforms has heightened the complications involved in teaching writing, including assessment problems regarding the increased risk of academic misconduct incidents. This study aimed at scrutinizing how the revised anonymous multi–mediated writing model fits emergency remote teaching (ERT), ensuring the promotion of academic integrity. The revised model was implemented throughout a two–semester freshmen “Writing Skills” course via a mixed methods triangulation research design in the ELT department of a university in Türkiye. Quantitative data came from writing assignments and peer feedback analyses, whereas qualitative data were retrieved through reflection papers and interviews. Students' ERT scores were compared to pre-Covid face-to-face (F2F) learning scores, revealing no significant differences; confirming that students’ performances were similar in F2F or ERT without any increase in academic misconduct in ERT. The AMMW model worked well in ERT by enabling scaffolding through asymmetrical and symmetrical asynchronous online feedback, with the integration of a rubric as the learning tool. Qualitative findings revealed the limitations of online teaching, especially regarding the importance of teacher–student(s) interaction. As an anthology of L2 writing practice amid the Covid-19 outbreak, this study may help other academics to cope with cases resembling those presented here.