Virtual learning community for an online undergraduate writing course to promote learners' interactions and self-learning

Abstract

Computer-Assisted Language Learning has shown benefits for English Language Teaching (ELT) using Virtual Learning Communities (VLCs), a discussion platform fostering learners’ self and peer earning. During the pandemic, many ELT practices incorporated a VLC for students to express their thoughts, feelings, and queries without fear of being judged by peers. This paper demonstrates a use of VLC in an online freshman writing course at the Indian Institute of Technology to complement limitations of online lectures such as onedirectional communication and reduced student engagement. The explores how the activities such as group discussion in and beyond their own sections provided room for learner autonomy and self-regulated learning. The synchronous lectures were followed by a VLC activity, and the VLC activity was further discussed during the lecture. This circular practice has linked students’ learning to actions organically. This paper emphasizes that the role of a teacher as a facilitator is pivotal in motivating learners to participate actively in the discussion. In a multilingual and heterogeneous classroom with varying levels of English language proficiency, the VLC proved a valuable tool for elementary and intermediate learners as it provides language samples of advanced-level peers. Despite some potential issues like unstable internet connectivity, inadequate power supply, abusive posts, and substandard quality of posted content, the VLC provided a ground for students to think and write without time constraints. VLC can be effectively applied in virtual classrooms, blended learning approaches, and Massive Open Online Courses as a way of achieving learner autonomy and self-regulated learning.