Sefranek, Mary E.Rosas-Nazario, Irmaris2018-08-092018-08-092009https://hdl.handle.net/20.500.11801/766This study was conducted in a public institution of higher education in western Puerto Rico in order to explore the effects of adapting a traditional face-to-face intermediate writing course for second language learners into a digital online modality. Classroom action research was adopted to specifically consider students engagement with the writing process, their face-toface and online interactions and responses, and how these shaped student outcomes. A focus group interview and writing conferences served as primary sources of data and were narratively and reflexively analyzed from a social constructivist theoretical standpoint. Results demonstrated that differences exist across traditional and digital modes of instruction in relation to peer interactions, independence and/or dependence of instructor, and drafting revisions of essays using the writing process as a roadmap for students’ production of written material.enWeb-based instruction-writing coursesESL-higher education-writingIntermediate writing courseOnline ESL courseEnglish language -- Study and teaching (Higher) -- Puerto RicoEnglish language -- Composition and exercises -- Study and teachingEducation -- Technological innovationsEducation, Higher -- Computer-assited instructionThesisAll rights reserved(c) 2009 Irmaris Rosas Nazario