Conventional corrective feedback has been widely practiced but has been said to be tedious, stressful and time consuming. As such, the focus of this study is to investigate the use of an alternative method to giving corrective feedback namely, an online corrective feedback through e-mail. In order to examine if this innovative form of corrective feedback can be applied to the teaching and learning of academic writing, an experimental design was used with a control group and an experimental group of L1 Malay learners who were pursuing an academic writing course at the tertiary level. Interviews were also conducted on selected individuals to determine whether the use of online corrective feedback was practical in assisting learners improve their writing from the first draft to the final product. The statistical analysis applied to this research indicated that online corrective feedback may be an effective way to improve writing skills of learners and save time. Thus, the results showed that online corrective feedback should be potentially useful when integrated into the teaching and learning of academic writing.

Learning engagement is a determinant for success across any learning mode, putting emphasis on the quality of the students' participation in their own academic journey. However, this is an especially daunting challenge for open and distance learning (ODL). This is further exacerbated when the onset of the COVID-19 pandemic forced the sudden shift to ODL mode, putting students in academic situations that they are unaccustomed to. To examine whether the engagement of tertiary-level students in Malaysia is affected by the change in learning mode, this research aims to identify indicators that make them engage as well as disengage during ODL lessons. A survey instrument known as Learner-Engagement-Technology (LET), was used to measure the level of engagement and disengagement in four categories each, namely behavioural, cognitive, emotional and social aspects. Responses from 129 undergraduates in a public higher learning institution in Malaysia were analysed. The descriptive analysis revealed that the students do engage more than disengage, albeit at a moderate level. The highest indicators of engagement and disengagement however were different. This research is part of an ongoing study and the results can help inform various stakeholders (e.g. lecturers, administrators, policy makers) of the possible causes of engagement and disengagement during ODL classes, so that a more comprehensive and decisive approach can be taken to improve the overall ODL experience for the students.

No abstract