Comparison of E-learning versus traditional instruction in transferring a Foreign Language Learning English grammar knowledge to students' writing abilities

Abstract

Several studies were conducted with the goal being to identify the limitations of distance education during COVID-19 lockdowns. However, little research has been undertaken to compare students’ achievements in normal circumstances with emergency remote teaching and learning under those circumstances. Such endeavor will by far identify gaps in e-learning implementation in crises and help devise remedies for a more effective technology-mediated environment. Thus, the present study seeks to fill this gap by comparing two groups of Moroccan EFL university-level students in terms of grammar knowledge transfer to writing ability. A convenience sample of 315 participants’ argumentative essays was rated for some measures. In the main, it was found that the students in the traditional group outperformed their peers in the e-learning group at the levels of writing quality and grammar knowledge transfer. The researchers trace this back to several factors including student psychology, teacher training, and attitude to technology and other socio-economic issues. Keywords: COVID-19; e-learning; impediments; grammar transfer; writing ability