Evaluating Student Perceptions of Online English Literacy Programs on Writing Skills for Higher Education in Kabul, Afghanistan

Abstract

This study investigates students’ perceptions of writing instruction in online English literacy programs in higher education on Kabul, Afghanistan. Due to rapid technology advancement and increase demand for online literacy and the vital role of writing in higher education, it is important to evaluate the effectiveness of these programs. A mixed research method was applied to gather, analyze, interpret survey, individual interviews, and focus group interview data from 70 students in Kabul, Afghanistan. The majority of the participants are satisfied and found these programs effective for advancing their writing. The study found out that internet connectivity, complex content, and lack of motivation are the major problems that influence their learning process. Although students encounter several challenges, they are still interested to join and take the opportunity to enhance their writing. The study results show that these programs can be improved by conducting more interactive sessions, regular feedback, recording live sessions, and assigning more writing practices.