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The sudden transition to online learning during the COVID-19 pandemic has been challenging for many learners and teachers due to the fact that most universities suddenly shifted to online learning without providing adequate time for preparing and training teachers and learners in using interactive educational technologies. Such challenges are even more pronounced for language instructors in cultivating and sustaining interactions among learners, especially in writing courses that demand active engagement and interactions. Therefore, this study focused on what and how a writing instructor did through technology in creating an interactive writing environment for KSA learners joining five online writing courses and how learners perceived interactions and identifies the major factors affecting their perceptions. The data were collected from multiple sources: WhatsApp chats, Google Docs chats and comments, screencast recorded discussions, students’ texts, and their responses to an electronic (e-) survey as well as follow-up interviews. The study revealed that in connecting Google Docs to the Blackboard Collaborate Ultra, the instructor engaged learners in multidirectional and multimodal interactions and text writing and revising. The WhatsApp group was also used for individual learner-learner and learner-teacher interaction illustrating support and consultation-seeking behaviors of learners beyond the online classroom time. The learners’ perceptions of technology-mediated interactions (overall, learner-learner and learner-teacher) in the online writing courses were at high levels, though such perceptions varied according to several factors, including socio-demographic characteristics. The study concludes by offering useful pedagogical and research implications.

Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University