The research assesses the effectiveness of English as a Second Language (ESL) writing instruction via the internet among the teachers in the public and private sector schools in Sabah, Malaysia. Quantitative cross-sectional survey design was adopted, and through 117 ESL teachers (102 public, 15 private), it was studied how they understood their online teaching efficacy amid COVID-19. The outcome stated that it is moderately effective, with the average (mean) scores being a bit higher in the case of public-school teachers (M=3.10) than in the case of private school teachers (M=2.99), but the independent t-test did not show statistically significant differences (t (115) =0.566, p=0.572). Issues like poor quality internet access, infrastructure foundations in digital resources and challenges in student engagement stood out, especially in rural places. The research highlights the requirement of heightened professional development of teaching staff, equal advancement of infrastructure, and mixed learning models to maximise online ESL writing classes. These results add to the debate on equity in education provisions in resource-stressed environments and provide some useful policy suggestions to the decision-makers.
A Sat, study studied this question.
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