










































AsiaCALL Online Journal Received: 31/10/2021 

ISSN 1936-9859; https://asiacall.info/acoj Revision: 01/12/2021 

Vol. 13, No. 1, 2022  Accepted: 09/12/2021 

pp. 132-149  Online: 10/12/2021 

 
CITATION | Bui, T. K. L. (2022). The Challenges of Online Writing Learning via Microsoft Teams. AsiaCALL 

Online Journal, 13(1), 132-149. EOI: http://eoi.citefactor.org/10.11251/acoj.13.01.008 

The Challenges of Online Writing Learning via Microsoft Teams 

Bui Thi Kim Loan 

 

Faculty of Foreign Languages, Van Lang University, Vietnam 

Correspondence: Bui Thi Kim Loan, Van Lang University, Vietnam. E-mail: loan.btk@vlu.edu.vn 

EOI: http://eoi.citefactor.org/10.11251/acoj.13.01.008 

 

Abstract 

The purpose of this study is to investigate the challenges that EFL learners at Van Lang 

university faced when they learned writing in an online course via Microsoft Teams. 96 third-

year students from two classes were required to complete a 10-item questionnaire for their 

online 10-week writing course. The findings revealed that they faced nine kinds of challenges 

related to technical problems, lack of concentration, lack of interaction, time management, 

health problems, gaining knowledge, motivation, psychological problems, and collaboration. 

The study suggests some implications for teaching writing skills to EFL learners online 

through Microsoft Teams.  

Keywords: Writing skills, EFL learners, Microsoft Teams, online, social interaction 

 

1. Introduction 

Due to the Covid-19 pandemic, students have to take writing courses online via Microsoft 

Teams. Scholars in the world have studied learners’ taking online courses through Microsoft 

Teams and other online platforms. Allen and Seaman (2017) reported that about six million 

students enrolled in online classes in 2015 compared to 1.6 million learners in 2002. This means 

that a growing number of students have been learning online. It is also a case at Van Lang 

university where EFL students have been enrolling in online writing classes via Microsoft 

Teams with numerous challenges.  

There are some advantages and disadvantages of learning online assisted by technology. Dorf 

(2019) classifies educational technologies into learning tools, educational resources, learning 

environments, and learning methods. Moreover, Bentley et al. (2012) and Nguyen (2015) 

support teaching and learning processes through internet connections, and this kind of learning 

process is regarded as an online/virtual learning system. Furthermore, Rojabi (2020) shows 

some differences between online learning and teaching from the conventional face-to-face 

classroom where students are present physically. He indicates the disadvantages of the face-to-

face classroom, such as students' lack of chances for communication, self-confidence, and 

responding, and he also points out the advantages of online learning, including flexibility and 

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an engaging learning environment, which are beneficial for students learning. Additionally, 

Landrum et al. (2020) assert that virtual interaction in online classes offers convenience and 

flexibility thanks to unique characteristics of a learning management system, including 

authoring tools, feedback tools, rubrics, chat discussion, assignment submission, and files 

sharing. Also, Zayapragassarazan (2020) observes that online learning improves the learner’s 

learning autonomy and self-discipline for their learning progress. However, Nguyen and Duong 

(2021) conducted their study on challenges of E-learning through Microsoft Teams for EFL 

students at Van Lang University in Covid-19 and found that the challenges they faced stem from 

two sources including external essentials and learners' own consciousness. These challenges 

were related to the internet connection, machine error, software error, and so forth.  

A great number of researchers (e.g., Henderson et al., 2020; Tsai, 2018) have agreed that the 

Microsoft Teams application supplies better useful features such as chat rooms, collaborative 

discussion, content sharing, and video conferencing.  

At Van Lang University, EFL students have shifted from traditional classes to the online 

classroom due to the Covid-19 pandemic. A lot of students have not been familiar with this way 

of teaching and learning writing. This is the reason why these students have challenges with 

online writing learning via Microsoft Teams. This study aimed to investigate the challenges that 

EFL students at Van Lang university face when they learn writing courses online through 

Microsoft Teams. 

 

2. Literature review  

Online learning   

Online learning is considered an effective learning method. Zayapragassarazan (2020) 

pinpointed that online learning encourages learners' autonomy and self-discipline for their 

learning progress. Rojabi (2020) mentions that the student's participation, motivation, self-

discipline, and learners' autonomy are emphasized in online learning.  

MS Teams is considered as one of the effective online learning platforms. Microsoft Teams is 

a loud app digital hub that combines conversations, meetings, files, and apps together in a single 

learning management system (Microsoft, 2018). MS Teams is used by a great number of 

learners and teachers because its applications are easily downloaded through desktop and 

mobile devices, and outstanding features consist of chat rooms, collaborative discussion, screen 

content sharing, and video conferencing (Henderson et al., 2020; Ilag, 2020; McVey et al., 

2019).  

Challenges of learning via Microsoft Teams 

There are some disadvantages of Microsoft Teams. First, teachers are unable to see their 

student’s body language. It means that there is a lack of nonverbal hint expression of confusion 

on the students' faces which helps the teacher measure their students’ understanding (Rojabi, 

2020). Students cannot communicate with their teachers face-to-face all the time.  Additionally, 



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teachers and students have to take more time to assess learners’ online teaching and learning 

process (Bakerson et al., 2015).  

Moreover, Sun (2014) points that online learning lacks an organized schedule, repeated 

studying, and self-motivation. Also, previous studies have examined the level of learner’s 

satisfaction towards interaction and learning environment. Fortune et al. (2011) observe that 

dimensions of online learning comprise face-to-face communication, learning environment, 

technology, preferences, and collaboration. These factors have impacts on teaching and learning 

writing online via Microsoft Teams.  

Previous studies  

Some researchers have investigated online learning via Microsoft Teams. Rojabi (2020) 

conducted his study to explore EFL students' attitudes towards online learning via Microsoft 

Teams. His study involved 28 university students who completed questionnaires through 

Google Forms after the course. The findings indicated that online learning through Microsoft 

Teams optimally enhanced the students' online learning environment. They had positive 

attitudes towards student-student interaction and student-teacher one when they experienced 

online learning via Microsoft Teams. The study suggested that future studies investigate 

students' satisfaction with taking online classes and the benefits of online classes via Microsoft 

Teams.  

Similarly, Lin and Lin (2015) maintain that student-student and student-teacher interaction 

should be constructed to enhance communication and discussion in the process of teaching and 

learning. Besides, Radovan and Makovec (2015) assert that a learning environment is essential 

to create enthusiasm for students' learning. This motivates them to study better.  

Tran (2021) carried out her study to examine the effectiveness of using Microsoft Teams for 

EFL learning of freshmen at Van Lang University. Eighty first-year students completed the 

fifteen-item questionnaire. Her findings indicated that utilizing Microsoft Teams effectively 

taught and learned EFL at Van Lang university and that the students had positive attitudes 

towards the advantages of using Microsoft Teams for their online study. However, she also 

pointed out some disadvantages of Microsoft Teams in online teaching and learning.  

In addition, Ha and Ngo (2021) investigated the challenges of listening comprehension faced 

by English majors at Van Lang university when they studied listening skills via Microsoft 

Teams. 135 students participated in the study, and they had to complete questionnaires and 

answer for a semi-structured interview. The findings revealed that the students faced some 

challenges such as psychology, technology using skills, English competence, listening 

activities, and study environment when they studied listening skills online through Microsoft 

Teams. They also gave some suggestions for teaching and learning listening skills online via 

Microsoft Teams.  

 

 



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Research gap 

There has been a great number of research on the benefits of online learning via Microsoft 

Teams; however, only a few research studies have been carried out to study the challenges of 

learning writing courses online through Microsoft Teams in Vietnam and at Van Lang 

University. This study aimed to fill this gap to investigate the challenges encountered by EFL 

students at Van Lang University in their online writing course via Microsoft Teams.  

Research Question  

To fulfill the purpose of the study, the study was designed to address the following research 

question:  

What challenges did the students at Van Lang university face in online writing courses via 

Microsoft Teams? 

 

3. Methodology 

This study was conducted in two online writing classes at Van Lang University. Ninety-six 

students from these two writing classes participated in the study. They were third-year students, 

and they took this course as a compulsory subject in their learning process via Microsoft Teams. 

After finishing the ten-week writing course, the students completed the 10-item questionnaire 

about their challenges in online writing class. 

 This study employed a mixed-method to collect the data. The questionnaire consisted of 10 

items in which there were nine items in the form of 5-point Likert (1: strongly disagree; 2: 

disagree; 3: neutral; 4: agree; and 5: strongly agree), and one item for the opened-ended 

question. The questionnaire survey was delivered and collected to examine the students' 

challenges in their online writing via Microsoft Teams.  

All the responses to the questionnaire were collected online through Google Forms. 

Additionally, the data obtained from the questionnaire were presented in the form of tables and 

figures to indicate the challenges that the students at Van Lang university faced in their online 

writing course through Microsoft Teams. 

 

4. Results/Findings and discussion 

The challenges that the students at Van Lang university faced in online writing course via 

Microsoft Teams 

The 10-item questionnaire was designed to collect data for quantitative and qualitative analysis, 

as shown in Table 1. The data analysis provided the percentages of the student's answers to the 

first nine questions of the questionnaire.  

 



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Table 1: Questionnaire for challenges of online writing learning 

Challenges of online writing 

learning 

Strongly 

disagree 

Disagree Neutral Agree Strongly 

agree 

1. I have technical problems when I 

take this online writing course via 

Microsoft Teams. 

1.0% 8.3% 27.1% 40.6% 22.9% 

2. I am unable to concentrate on my 

learning when I take this online writing 

course via Microsoft Teams.  

4.2% 18.8% 38.5% 34.4% 4.2% 

3. There is a lack of student-student 

and student-teacher interaction when I 

take this online writing course via 

Microsoft Teams. 

1.0% 13.5% 39.6% 37.5% 8.3% 

4. I am not good at managing time 

when I take this online writing course 

via Microsoft Teams. 

2.1% 27.1% 38.5% 27.1% 5.2% 

5. I have some health problems when I 

take this online writing course via 

Microsoft Teams. 

2.1% 20.8% 44.8% 25.0% 7.3% 

6. It is difficult for me to gain 

knowledge when I take this online 

writing course via Microsoft Teams.  

1.0% 12.5% 45.8% 31.3% 9.4% 

7. I am not motivated when I take this 

online writing course via Microsoft 

Teams. 

3.1% 16.7% 43.8% 29.2% 7.3% 

8. I have some psychological problems 

when I take this online writing course 

via Microsoft Teams. 

0% 5.2% 35.4% 41.7% 16.7% 

9. I find it difficult to collaborate with 

my classmates when I take this online 

writing course via Microsoft Teams. 

3.2% 31.6% 40.0% 17.9% 7.4% 

10. What challenges did you face when you took this online writing course via Microsoft 

Teams? 

The qualitative analysis for the 10th item of the questionnaire revealed that the students at Van 

Lang university faced numerous challenges when they learned their writing courses online via 

Microsoft Teams.  

Technical problems  

The students reported that they faced some technical problems. The slow internet transmission 

or wi-fi had impacts on their online writing learning. Also, they lacked digital devices and 

equipment to study online. Even their laptop or cell phone microphone was out of work, so they 

could not answer the teacher’s questions. Besides, they were annoyed with the redundant noise 

from their online classmate’s microphone and cell phone and the structure of files on Microsoft 

Teams because they thought that the file structure was confusing for users to use and some tools 



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on Microsoft Teams were similar and redundant. 

Table 2: Technical problems 

Student  Comments  

1 The disadvantage is that I have already clicked submit when submitting the article 

but haven't turned it in, so I haven't submitted it yet. 

6 The connection sometimes is weak 

8 Wi-fi connection sometimes is not stable. My laptop also has some mistakes after 

a long time of using. 

9 Slow transmission 

11 Disconnected with the internet or cannot join the class. 

12 Sometimes I lost my internet connection 

13 The wi-fi connection made me feel difficult to listen to the lecturers. 

14 Sometimes my internet isn’t good 

16 Slow internet 

17 Technology issues 

18 Network problem 

29 Sometimes I have trouble when Microsoft Teams doesn't show assignment 

reminders or teacher notifications 

31 App does not have high security 

34 Slow internet is a problem that makes me disconnected to the teacher 

35 No equipment, no facilities make me difficult to study 

37 I usually lost connection 

39 Disadvantages : feel disconnected 

40 My challenge is that I must listen to the lesson, but the microphone of teacher is 

not loud enough. 

42 Perhaps it is a technological problem. 

45 I face a lot of difficulties when I study online because I don't have a laptop. The 

network can be lost at any time because I use 3G and have to register every day 

which costs a lot of money. 

59 Sometimes the connection is lost. 

63 Slow internet connectivity 

64 The internet at my home sometimes disrupted the lesson 

65 Sometimes the internet connection is slow and I get kicked out of class. 

68 Slow internet connection.  

69 No mic; Teacher do not usually check the chatbox (big disadvantage). 

77 Sometimes when the wi-fi connection was slow, it affected the learning process 

83 When I try to understand the lecture, I have to listen carefully to what the teacher 

said, but a low Internet connection is obstructed that I cannot hear at all. And 

sometimes, people get distracted by many things around them while learning 

online. 

86 File structure confuses users, similar and redundant tools. 

The percentages of the participants who strongly agreed and agreed that they had some technical 

problems were 22.9% and 40.6%, respectively. Only 9.3% of the participants answered that 

they faced no technical challenges.  



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138 
 

Figure 1: Technical problems  

 

Lack of concentration  

The findings revealed that the students lost their concentration during their online writing class. 

They answered that they did not have a private place for learning, and they sometimes did not 

know exactly what they were studying and did not understand teachers' online lectures. 

Additionally, they feel distracted during their online writing class because of certain 

inconveniences.  

Table 3: Lack of concentration  

Student Comments 

2 I can't completely focus on the lesson. In terms of the inconvenience, I don't think 

Microsoft Teams has one. 

4 Hard to know exactly that students are studying or not 

10 Online learning often causes us to lose more focused because things around like 

phones, drowsiness, ... 

19 Hard to concentrate on professor's lecture 

27 You will have to carefully pay attention to the lesson or you won’t understand 

anything, because I think online teaching would be hard for us if you are neglecting 

30 May not be able to fully concentrate on the lecture 

32 I'm easily distracted, hard to concentrate, less interaction. 

33 Although I was a bit stuck with housework, I managed to arrange it. 

45  I am easily distracted because the school environment at home has a lot of 

distractions such as sounds, food, ... 

88 I don't have the personal space for learning, the noise around is so loudly 

18.8% and 34.4% of the participants strongly agreed and agreed, respectively. So, over half of 

the students felt distracted in their online writing class via Microsoft Teams. 38.5% of them had 

neutral answers, which means they neither agreed nor disagreed.  



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Figure 2: Lack of concentration  

 

Lack of interaction  

The findings indicated that there was less interaction with their teachers and classmates in the 

online classroom than that in traditional one. Not interacting with teachers face-to-face had an 

influence on their understanding of what they learned. Also, they reported that the class became 

less fun because of the lack of face-to-face interaction with their teachers and peers.  

Table 4: Lack of interaction  

Student Comments 

15 Lack of interactions 

18 Less interaction with teachers  

22 Online student feedback is limited 

26 The disadvantage is not being able to communicate directly like in real life 

45 Students also do not interact directly with teachers, so they often do not know 

clearly what they are learning 

50 Teacher cannot see my reactions in the class 

52 I think without direct interaction, the class is less fun 

53 Too many things distract me 

76 Can't interact face to face 

The findings revealed that 37.5% of the students agreed that they needed more interaction with 

teachers and classmates, and 8.3% of them strongly agreed that they faced communicative 

problems with teachers and classmates when they studied writing online. They thought that the 

online, face-to-face interaction was not like direct face-to-face communication in real life.  

 

 

 



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Figure 3: Lack of interaction  

 

 

Time management  

As seen from Table 5, the students had a challenge of deadline duration. They also believed that 

online courses required more time than on-campus classes, which asked them to study 

independently much more. The students were found to lack time management skills, so they 

could not remember when to submit their online assignments on time. 

Table 5: Time management  

Student Comments 

75 Deadline duration 

84 Online courses require more time than on-campus classes, allow you to be more 

independent 

22 Time management skills 

The findings revealed that 27.1% and 5.25 of the students respectively agreed and strongly 

agreed that they lacked time management skills. They did not arrange their time properly.  

 

 

 

 

 

 

 

 



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Figure 4: Time management  

 

Health problems 

The findings showed that the students had some health problems. Their eyes got tired because 

they spent too many hours looking at the screen. They found that their eyesight and vision got 

worse. Therefore, studying writing online via MS Teams had impact on the students' health.  

Table 6: Health problems  

Student Comments 

3 Tired eyes 

45 I feel tired, blurred vision. 

51 Sitting too much will affect eyesight 

57 I get tired looking at the screen 

60 Studying online has a lot of impacts on my health 

The results showed that 27.1% of the participants strongly agreed and agreed on health 

problems brought by online writing learning. 20.8% of them disagreed that online learning 

caused some health problems.  

 

 

 

 

 

 

 

 

 



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Figure 5: Health problems 

  

 

 

 

 

 

 

 

 

Gaining knowledge 

The students commented that their ability to absorb lessons was limited in comparison with 

their gaining knowledge at school. This leads to a lack of understanding of lectures, which 

impacts their academic performance. They reported that their knowledge from online writing 

classes never showed real understanding. This can be explained that they cut/copied and pasted 

online materials to submit their assignments in the online writing course. 

Table 7: Gaining knowledge  

Student Comments 

18 The ability to absorb lessons is more limited than in school 

45 Whether the student understands the lesson or not, the exercises never show real 

understanding. 

47 Lack of understanding the lecture 

60 I can't understand the lesson as I do at school 

The percentages of 9.4% and 31.3% showed the number of the students who respectively 

strongly agreed and agreed on their inadequate knowledge gained from the online writing 

course. 46.8% of the students had neutral answers. However, 13.5% of the students disagreed 

on not gaining knowledge from online writing courses.  

 

 

 

 

 

 

  



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Figure 6: Gaining knowledge  

 

Motivation  

The findings indicated that the participants lacked motivation in the online writing course. They 

did not have enough motivation to study as much as they did at school. They believed that 

online writing learning required strong self-motivation of EFL learners. 

Table 8: Lack of motivation  

Student Comments 

57 I lack motivation 

60 I don't have the motivation to study as much as I do at school 

22 Requires strong self-motivation 

7.3% and 29.2% of the students strongly agreed and agreed on their lack of motivation when 

they learn writing courses online. 43.8% of the participant answered neutrally. Only 19.8% of 

the students were found to have enough motivation for their online writing course.  

 

 

 

 

 

 

 

 

 



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Figure 7: Lack of motivation  

 

Psychological problems 

The findings also indicated that the students had some psychological problems when they 

studied writing courses online. They thought that staying away from school made them 

uncomfortable. They felt drowsy and lazy. Also, they believed that learning writing courses 

online via MS Teams caused their social isolation. It means that they were not comfortable and 

motivated for their online writing learning.  

Table 9: Psychological problems 

Student Comments 

22 Staying away from one place makes me not comfortable 

22 MS Team can cause social Isolation 

75 Sloth, drowsy feeling 

The number of the students who agreed that they had some psychological problems related to 

their online writing learning was 58.4%. Only 5.2% of the participants disagreed that they had 

psychological problems. However, 35.4% of the participants answered neutrally.  

 

 

 

 

 

 



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Figure 8: Psychological problems  

 

Collaboration  

The students commented that they could not collaborate with their classmates in the online 

writing course. Additionally, the feedback from their teacher and peers was slow. Moreover, 

they reported that there was a lack of communication skill development in online writing 

classes.  

Table 10: Collaboration  

Student Comments 

74 Less connect and slow feedback 

22 Lack of communicational skill development in the online class 

73 I can't exchange with others because while online learning. I can't make friends 

and contact them if I need to ask about the lesson. 

The findings revealed that the students could not collaborate with their friends well in their 

online writing courses, with the percentages of 7.4% of the students who strongly agreed and 

17.9% of the students who agreed. 40.0% of the participants answered neutrally. 33.8% 

disagreed that they could not cooperate with their friends when they studied writing online. In 

general, the students could not exchange ideas with other classmates during online learning.  

 

 

 

 

 

 

 



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Figure 9: Lack of collaboration  

 

 

 

5. Discussion 

From the findings of the study, it can be said that the challenges that the EFL students at Van 

Lang university faced were synthesized in the following table. 

Table 11: The challenges encountered by EFL students in their online writing learning 

 

 

 

 

 

 

 

 

 

The findings of this study were not in line with Poston et al. (2020) that Microsoft Teams would 

be beneficial when there were group work and collaborative assignments. Additionally, the 

findings of this study were not completely similar to Rojabi's (2020) findings indicating that 

the students felt comfortable in discussing collaboratively and actively engaged in learning 

online because this online learning was new and challenging.  

Number Challenges of learning writing online 

1 Technical problems 

2 Lack of concentration 

3 Lack of interaction 

4 Time management 

5 Health problems 

6 Gaining knowledge 

7 Lack of motivation 

8 Psychological problems  

9 Lack of collaboration  



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This study's findings were aligned with Nguyen and Duong's (2021) findings that the challenges 

the students at Van Lang university faced were related to external factors and learners' 

perceptions.  

It is suggested that EFL writing teachers should consider these challenges to facilitate their 

students’ online writing learning. From these challenges of online learning via Microsoft Teams, 

Rojabi (2020) suggests that teachers should supply learners with non-linguistic expressions 

(i.e., facial expressions or body language), useful learning materials and online learning 

instruction to encourage to actively engage in online learning classroom. The results of this 

study was partly similar to Fortune et al. (2011)’ study on some dimensions of online learning 

such as face-to-face communication, learning environment, technology, and collaboration. 

 

6. Conclusion  

The study found a great number of challenges that EFL students at Van Lang university faced. 

The challenges were related to (1) technical problems, (2) lack of concentration, (3) lack of 

interaction, (4) time management, (5) health problems, (6) gaining knowledge, (7) motivation, 

(8) psychological problems, and (9) collaboration. The study results will help the EFL teachers 

and learners recognize the challenges and find ways to overcome them in the process of learning 

and teaching writing online via Microsoft Teams.  

This study bears some limitations. The size of the participants was small, so the findings of the 

study could be overgeneralized. Additionally, the study failed to use other instruments such as 

tests and interviews to examine the influences of the above challenges on students' academic 

achievements in the online writing course.  

Future research should explore strategies that students use to overcome the above challenges in 

their online writing class via Microsoft Teams and should use a diversity of research instruments 

to investigate the topic of this study more deeply.  

 

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Biodata 

Bui Thi Kim Loan has been a lecturer of English at Van Lang university, Ho Chi Minh City, 

Vietnam. She has taught English skills, ESP, translation, academic writing, sociolinguistics and 

so forth. Her research interests are discourse analysis, genre analysis, TESOL, CALL, CLIL, 

and SFL. 

 

 

 

https://asiacall.info/acoj/index.php/journal/article/view/22
https://doi.org/https:/doi.org/10.7490/f1000research.1117835.1

