ISSN: 2222-6990
Open access
Many would agree that the teaching of writing is not an easy task. As teachers teaching academic writing, when it comes to teaching academic writing online, the fear comes in many folds Firstly, the process of giving intensive writing exercise becomes even more challenging when done online. Next, it is also difficult to teach students to organise their thoughts via online; and even more difficult to teach students to develop their writing skills via online. This current study is done to introduce yet another online teaching method to teach academic writing. This study explores a method to reduce cognitive overload among writers. This quantitative study is done to find out how learners perceive learning academic writing online. 63 respondents underwent a semester of learning academic writing online and responded to a survey with 4 sections and 5 Likert-scale. Section A are items about demographic profile. Section B has items on group work. Section C has items on graphic organisers and section D has items on colour codes. Findings reveal that leaners were positive about the group work online, using graphic organisers and also colour codes to learn academic writing online. Findings has interesting implications in the teaching and learning of academic writing online.
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In-Text Citation: (Rahmat et al., 2022)
To Cite this Article: Rahmat, N. H., Sukimin, I. S., Adam, S., Varma, S. B., & Zamani, N. F. M. (2022). Reducing Cognitive Load in Learning Academic Writing Online: The Case for Colours. International Journal of Academic Research in Business and Social Sciences, 12(1), 2138–2149.
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