Holy Angel University

Graduate School
School of Education
#1 Holy Angel Avenue Sto. Rosario St. Brgy. Sto. Rosario Angeles

Recognizing Options on Online Assessment and Pedagogical Strategies Employed by

English Teachers in Teaching Writing

A Research Concept Paper Submitted to Dr. Racidon P. Bernarte

In partial fulfillment of the requirements for the course Methods of Research

Mary Abigail B. Tayag, LPT.

 Acknowledgments

The completion of this research concept paper was made possible with the cooperation of
the people who took part until its finalized actual state:

First and foremost, the researcher would like to praise and glorify the Almighty Father
for guiding her throughout this research concept paper and extending the necessary motivation,
knowledge, resources, and fortitude to complete this.

As the course ends, the researcher would like to thank Holy Angel University for making
online distance learning purposeful and allowing her to conduct and perform this research
concept paper.

To the researcher's revered professor Dr. Racidon P. Bernarte, for his expertise and
utmost support throughout this course. The researcher is grateful for his time to ensure that every
content is in its correct place. This research concept paper would not have materialized without
his guidance.

Lastly, the researcher's family, relatives, and friends sustained this research concept
paper. Without them, it would not reach its full potential. Indeed, these people are in the image
and likeness of God.
 Table of Contents

Acknowledgments........................................................................................................................... 2
Table of Contents ............................................................................................................................ 3
Chapter 1: Introduction ................................................................................................................... 4
Statement of the Problem ............................................................................................................ 5
Research Objectives .................................................................................................................... 5
Conceptual Framework ............................................................................................................... 6
Chapter 2: Review of Related Literature ........................................................................................ 7
Chapter 3: Methodology ................................................................................................................. 9
Research Design .......................................................................................................................... 9
Research Methods ....................................................................................................................... 9
Sample and Sampling Technique ................................................................................................ 9
Data Collection Procedure........................................................................................................... 9
Instrumentation.......................................................................................................................... 10
Data Analysis ............................................................................................................................ 10
Bibliography ................................................................................................................................. 11
 Recognizing Options on Online Assessment and Pedagogical Strategies Employed by
English Teachers in Teaching Writing

Chapter 1: Introduction

English teachers render service at schools and other educational institutions. They teach
the foundations of the English language and highlight the importance of the five (5) macro skills:
writing, reading, speaking, listening, and viewing. In addition, they use different methods and
strategies to deliver the students' assessment and pedagogical needs successfully. English
teachers must engage learners in meaningful activities to ensure achievement in the students'
academic life, creating an environment conducive to learning; hence, their responsibilities vary
based on their academic level and native language.

However, the Coronavirus Disease (COVID-19) outbreak was declared a pandemic in

March 2020 by the World Health Organization (WHO). As a result, schools and higher
educational institutions in the Philippines temporarily closed to control the spread of the virus.
The interruption of learning bore challenges for the Department of Education, school
administrators, teachers, staff, learners, and parents on continuity of learning during the closure.
As a result, DepEd urgently required stakeholders at all levels of education to implement remote
learning, which made all teachers teach online with urgency— regardless of their prior
experiences.

Eventually, Online Distance Learning or the so-called "New Normal" in learning took
place. To deliver quality learning experiences, teachers become the "lead learners" who must
begin steps towards innovative instructional approaches. Moreover, schools and educational
institutions devised their protocols for the teaching and learning process. Hence, they must
deliver remote learning effectively and efficiently utilizing available resources.

This research concept paper aims to see the recognition of English teachers in teaching
writing by their employed online strategies on both assessment and pedagogy per se. Knowingly,
English teachers have had a problematic relationship with technology since the rise of the
internet in the 1990s. Hence, this research concept paper also shows English teachers' challenges
and difficulties in teaching writing using the internet and technological advancements.

Given the importance of English language learning, this research concept paper
highlighted the interplay among online technology, assessment, and pedagogical strategies. Thus,
the people involved in this research concept paper are the English Teachers of Don Bosco
Academy-Bacolor and Holy Angel University, five respective English teachers handling
different grade levels for each institution.
 Recognizing Options on Online Assessment and Pedagogical Strategies Employed by
English Teachers in Teaching Writing

Statement of the Problem

This study recognizes the options for online assessment and pedagogical strategies employed
by English teachers in teaching writing in the Philippines, particularly in the basic education
context. It answers the central question of the challenges and difficulties faced and how the
English teachers' respondents addressed them. Further, this research concept paper study looks
into the following:
1. What are the online pedagogical strategies employed by English teachers in teaching
writing?
2. What are the online writing assessment strategies employed by English teachers?
3. What are the challenges and difficulties English teachers face in teaching writing online?
4. How are these challenges and difficulties addressed?
5. What are the implications of the findings in teaching writing online?

Research Objectives

This research concept paper aims to see the recognition of English teachers in teaching
writing, yet differently— educating students online. The researcher shall gather data through a
survey questionnaire via Google forms. Stipulated below are the objectives:
• Determine English teachers' online and pedagogical and assessment strategies
regarding discipline.
• Determine English teachers' online and pedagogical and assessment strategies
regarding the organization of the lesson.
• Determine English teachers' online and pedagogical and assessment strategies
regarding coaction during the lesson proper.
• Determine English teachers' online and pedagogical and assessment strategies
regarding the dimension of assessment strategies
 Recognizing Options on Online Assessment and Pedagogical Strategies Employed by
English Teachers in Teaching Writing

Conceptual Framework

As a support to the objectives discussed above, the conceptual framework exhibits three
online strategies for both pedagogical and assessment per se. This part begins with six feasible
approaches for teaching writing online and then proceeds to constitute a connection to pedagogy
and assessment. Summing up, they are all connected to online strategies employed by English
teachers in teaching writing.
 Recognizing Options on Online Assessment and Pedagogical Strategies Employed by
English Teachers in Teaching Writing

Chapter 2: Review of Related Literature

Alvarez (2020) stated that the threat brought about by the Corona Virus or COVID-19
had made a considerable impact not only on the economic, tourism, and health sectors, but it also
hardly hit the education system of the world at large. Educators recognize that face-to-face
classes or interaction is still the core of the teaching and learning environment that provides
sufficient context and instruction compared to online learning.

With the COVID-19 pandemic, issues on education in the Philippines have worsened.
The Department of Education (DepEd) has used distance learning modules while also applying
for blended learning programs. These include online classes, printouts, and lessons via TV and
social media platforms. Although many students and teachers prefer face-to-face classes, they
have to adapt to online education as an alternative to learning. Online classes will continue as
schools remain close. However, some new learning tools need internet access ("Online
Education: Today's," 2021).

Pedagogy includes not just teaching styles and feedback but also assessment.
Furthermore, there are many approaches or strategies for teaching writing online. According to
Aguiar and Pearsall (2020), rather than thinking about what does not work online, we can instead
think about what does by focusing on the "affordances" of the online teaching mode— the things
that online teaching enables us to do. There are six (6): Do not Ditch the Workshop, Keep it
Hands-On, Employ Exemplars, Self-Directed and Peer Revision, Encourage Revision,
Progressive Grading, and Extra Credit, and last but not least, Embrace Multimodality.

Furthermore, when we move teaching from face-to-face classes to online venues, some
aspects of teaching writing, assignment design, writing instruction, and grading processes can
change too. Moving parts or all course instructions into online platforms can be tempting to align
teaching goals and approaches to online tools (Writing Across the Curriculum, 2021).

Holmes (2020) analyzed that there are some strategies for teaching online. The first is to
plan backward, wherein teachers must consider what they want their students to learn and then
decide what type of writing projects facilitate the learning. Second, create a schedule to manage
workload. Then, clarify and model expectations, wherein students take their cues from faculty,
so teachers become mindful of their participation when teaching online. Finally, make learning
personal, wherein the teachers share a little bit about themselves with their students.

According to Brown (2003), assessment is an ongoing process that encompasses a much

broader domain. To assess, the teachers should regard many aspects in determining the students'
 Recognizing Options on Online Assessment and Pedagogical Strategies Employed by
English Teachers in Teaching Writing
final scores. The teachers should also pay attention to the students' participation, motivation,
presentation, performance, paper, portfolio, and presence. In this case, before making the final
grades, the teachers must go through various processes of teaching writing as described by
Brown.

Writing assessments are most effective for improving teaching and learning. The core
goal guides the assessment's design and implementation; it directs from pedagogical purposes;
however, Marzan and Hossain (2021) revealed in their study that teachers faced challenges in
online writing skill assessment, including students' tendency to cheat in online exams.

Teachers faced some challenges due to technical problems, including difficulty

pinpointing errors in digital scripts and reading hand-written scripts from images or PDF files,
and students' failure to meet the deadlines (for network issues). In addition, teachers were
bothered by the thought that students could easily use auto-correction (in the case of both
spelling and grammar checks) (Marzan and Hossain, 2021).

Following the study of Marzan and Hossain (2021), the analysis of data collected from their
teacher respondents revealed the following strategies to meet the challenges: using a plagiarism
detector (Turnitin), deducting marks for plagiarized scripts and unfair means, conducting online
short viva session to cross-checking if they know what they have written, asking for the typed
version of homework or answer scripts, counseling students on ethical issues regarding tests, and
being considerate of technical issues.
 Recognizing Options on Online Assessment and Pedagogical Strategies Employed by
English Teachers in Teaching Writing

Chapter 3: Methodology

Research Design

This study will employ a mixed-methods design combining quantitative and qualitative
data. A Google survey questionnaire form about online pedagogical and assessment strategies
divides into four sections: Aspect of Discipline, Organization of the lesson, Synergy during the
Lesson Proper, and Dimension of Assessment Strategies. Hence, this shall offer an effective way
to understand the strategies employed by English teachers in teaching and assessing writing
remotely.

Research Methods

The research problem questions tackle English teachers' challenges and difficulties
teaching writing online. Moreover, the researcher shall conduct a Google survey questionnaire
form to collect primary data; thus, the design is multiple-choice with options Agree and
Disagree.

Sample and Sampling Technique

To conduct the survey questionnaire form, the researcher will choose her samples by
working on a non-probability sampling method called convenience sampling, which involves
selecting the most accessible cases to obtain. Specifically, the researcher is a previous teacher at
Don Bosco Academy – Bacolor, and her batchmates in college are English teachers at Holy
Angel University. Ten (10) English teachers will participate and respond to the Google survey
questionnaire form.

Data Collection Procedure

The researcher will conduct the data collection process through a Google survey
questionnaire form. In addition, the questions constructed are non-threatening and formed in a
progressive order.

The researcher shall seek consent beforehand from the rightful school administrator of
each institution involved and guarantee that all English teacher respondents are well-informed
about what they are about to participate in; each shall be voluntary. The research shall include a
 Recognizing Options on Online Assessment and Pedagogical Strategies Employed by
English Teachers in Teaching Writing
privacy notice on the first page of the Google survey questionnaire form, stating the Data Privacy
Act of 012.
Instrumentation

The researcher will formulate a self-made survey questionnaire. It shall consist of four (4)
sets of sections. To collect, measure, and analyze data related to the research concept, the
researcher shall conduct it in the form of a Guided Response Type; wherein the respondents shall
answer multiple-choice or multiple response questions recalling the four (4) sets of sections:
Aspect of Discipline, Organization of the lesson, Synergy during the Lesson Proper, and
Dimension of Assessment Strategies.

Data Analysis

This chapter shall use the research methods and procedures aforementioned in the
preceding chapters to analyze and interpret data. For the analysis of numerical (quantitative) data
using the agree/disagree scale, the frequency distribution indicates each response's frequency. On
the other hand, for the analysis of narrative (qualitative) data, the deductive method shall
constitute the core thesis of the data gathered. To conclude, the researcher shall be using codes to
protect respondents' confidentiality.
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grade students. Journal of English Language and Pedagogy, 3(1), 1–12.

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from https://www.facultyfocus.com/articles/online-education/online-course-design-and-

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