Undergraduate-Level English for Academic Purposes (EAP) in Distance Education: Perceived Effectiveness of Two Assessment Techniques

This study aimed to investigate the perceptions of undergraduate-level students of English language and literature program about their English academic writing experiences in the assessment of courses requiring essay writing during a temporary distance education period in 2022-2023 spring term in Türkiye. The study followed a qualitative case study design and utilized semi-structured student interviews for data collection. Synchronous timed-writing exams and home assignments were identified as the two e-assessment techniques EAP writing was involved. The findings revealed that both synchronous timed exams and home assignments had their own limitations and merits with respect to their effects on the efficacy of the students’ EAP writing; however, home assignments were found to be more applicable and convenient for students in adhering to the conventions of academic writing. Online timed-writing synchronized with videoconference sessions affected students’ emotional reactions and writing task management in a negative direction. The results are discussed in light of the available literature and implications are provided.