Author Description

There is an existing body of research on the integration of virtual learning environments (VLEs) into teaching to develop second language acquisition (SLA) as well as learner autonomy by providing authentic, independent and contextual digital learning opportunities. This action research study reports the findings of integrating Moodle in English writing. The study addresses writing skills and its related genres (e.g. expository, narrative, persuasive, descriptive, etc.) as challenging domain for most secondary school students in the UAE. When students were introduced to an English pre-test, their achievement in English writing skills seemed very low. Students also expressed low motivation level or interest in studying English or showing autonomy in learning prior to the study. Two research questions will be introduced in an attempt to explore the extent to which Moodle as a VLE could improve students writing skills and increase their motivation. Different issues relate to students' learning and study in a blended learning (BL) mode are discussed in this context. Challenges related to this new form of learning are also explored with discussion of possible solutions and other recommendations.