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To address this niche, 13 Filipino university English language teachers participated in online semi-structured and follow-up email interviews. Findings highlight three main challenges: technological concerns and equity issues, vague school responses to emergency remote teaching, and assessment problems. 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Tarrayo\u003Cbr>University of Santo Tomas, Manila, the Philippines\u003Cbr>Ali G. Anudin\u003Cbr>Philippine Normal University, Manila, the Philippines\u003Cbr>Henelsie B. Mendoza\u003Cbr>Philippine Normal University, Manila, the Philippines\u003Cbr>Erly S. Parungao-Callueng\u003Cbr>Philippine Normal University, Manila, the Philippines\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Educational Technology Commons, Language and Literacy Education Commons, and the Online and Distance Education Commons |  |\n\nRecommended Citation  \nTarrayo, V. N., Anudin, A. G., Mendoza, H. B., & Parungao-Callueng, E. S. (2022) . Challenges and Opportunities in Teaching Writing Online Amidst the Pandemic: Voices from English Language Teachers in Philippine Universities. Australian Journal of Teacher Education, 47(4) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n4.5](http://dx.doi.org/10.14221/ajte.2022v47n4.5)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss4/5](https://ro.ecu.edu.au/ajte/vol47/iss4/5)  \nChallenges and Opportunities in Teaching Writing Online Amidst the Pandemic: Voices from English Language Teachers in Philippine Universities  \nVeronico N. Tarrayo  \nUniversity of Santo Tomas, Manila, the Philippines  \nAli G. Anudin  \nHenelsie B. Mendoza  \nErly S. Parungao-Callueng  \nPhilippine Normal University, Manila, the Philippines  \nAbstract: With the sudden transition to online instruction in most  \neducational institutions caused by the COVID-19 pandemic, it can be  \nassumed that there is paucity in research as regards the teaching of  \nwriting online during this crisis moment. To address this niche, 13  \nFilipino university English language teachers were asked to  \nparticipate in both online semi-structured and follow-up email  \ninterviews to describe their experiences in teaching writing online  \nduring the pandemic, particularly the challenges they faced, their coping strategies to address these challenges, and the opportunities in online teaching they valued. The interview responses revealed three  \nmajor challenges in teaching writing online: technological concerns  \nand equity issues, vague response ofschools to emergency remote  \nteaching, and problems in assessment. Three key strategies to cope  \nwith these challenges were found: flexibility in communicating with  \nstudents and in accommodating their concerns, initiatives for  \nprofessional development, and gaining support from colleagues and  \nstudents. Despite the challenges ofonline instruction, two  \nopportunities for development in online writing instruction were  \nidentified: optimizing the use of online-teaching platforms and  \nresources, and enhancing one’s reflective practice. Implications for  \nteaching writing online in particular and for online learning and  \nteacher education in general are discussed in the paper.  \nIntroduction  \nWriting has remained as an essential activity across disciplines in higher education. Infact, learning to write in a specific discipline has become imperative for future professional writers to integrate into their academic, scientific, or professional community (Rakedzon & Baram-Tsabari, 2017) . Although it has become a routine activity, writing is often described asthe most challenging language skill to acquire (Hamp-Lyons & Heasley, 2006), compounded by issues such as genre, style, language, and writing instruction. At university, students often face a  \nvariety of writing tasks, which “progressively become more complex and demanding” when the learners go farther in the acade","cbCair0ihoqvFhAf","https://ap.wps.com/l/cbCair0ihoqvFhAf","pdf",277313,18,"English","# Abstract\n# Introduction","[{\"question\":\"What research gap does the study address regarding writing instruction?\",\"answer\":\"The study addresses the perceived lack of research on teaching writing online during the COVID-19 pandemic transition to online instruction.\"},{\"question\":\"What are the three major challenges identified in teaching writing online?\",\"answer\":\"The three challenges are technological concerns and equity issues, vague school responses to emergency remote teaching, and problems with assessment.\"},{\"question\":\"What opportunities for development in online writing instruction are highlighted?\",\"answer\":\"The study identifies optimizing online teaching platforms and resources and enhancing reflective practice as key opportunities.\"}]","Challenges and Opportunities in Teaching Writing Online Amidst the Pandemic - Voices from English Language Teachers in Philippine Universities - Article 5 | PDF",1792078475,45]