Virtual learning environments and english writing in university students

Abstract

The study analyzed university students’ perceptions of virtual learning environments as support for English writing practice. A basic descriptive study was conducted using a quantitative approach, a non-experimental design, and a cross-sectional scope. The participants were 23 fifth-semester students from group B of the Pedagogy of National and Foreign Languages program at Universidad Estatal del Sur de Manabí, selected through a census of an intact classroom group. Data were collected through a survey and a structured questionnaire with closed-ended items. The information was analyzed using descriptive statistics, frequencies, and percentages. The findings showed frequent use of virtual learning environments, a clear preference for Google Classroom, and positive perceptions of feedback tools and digital resources for supporting writing tasks. It is concluded that virtual learning environments can serve as relevant pedagogical support for English writing practice when they are integrated with teacher guidance, systematic feedback, and clear methodological criteria.