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Abstract
In light of Integrative CALL, the purpose of this study is to determine how well ESL students learn to write when they are not receiving traditional classroom instruction through the use of online learning platforms such as Learning Management Software (LMS). The study's quasi-experimental methodology allowed it to determine that there was no discernible difference between the groups that got online and in-person writing instruction in terms of their overall writing performance before and after the essay. The online training group did not, however, improve in their ability to create material, according to a study of the various scoring components. In order to determine the advantages and disadvantages of online-based instruction, focus group interviews were also carried out. The results showed that students view it as useful for gathering information and voicing their opinions, as well as practical for reducing time constraints and the anxiety associated with receiving direct criticism. The students still favored in-person classroom discussions for education and consulting, though. Lack of independent learning habits was also discovered to be a barrier to online education.