The Impact of the Connectivist Learning Model on the Writing Skills of Pakistani Digital Natives

Abstract

The current research aims to investigate the impact of the Connectivist Learning Model on the writing skills of ESL learners in Pakistan. Framework based on Connectivism learning theory strives to enable "social connection" and "mental node development" when writing while offering group idea pooling, debate, transliteration, and editing options. Moreover, it examines how authors create their writings while interacting with their peers. Therefore, to obtain the desired data, a Quasi-experimental approach was used to measure the impact of the model. Ninety undergraduate ESL learners were selected and divided into two groups of 45 each. The groups were randomly selected as control and experimental groups, respectively. Both groups were pre-tested. Only the experimental group received the intervention, while the control group was taught writing skills using the traditional method. After three months, the post-test was administered to both groups, and the scores were compared to see the impact. The results of the tests showed that the experimental group's learners exhibited significant improvement in their writing skills. The implications of this research extend across various dimensions of education, ranging from policy and curriculum design to teacher training and technology infrastructure. By taking these implications into account, educators, policymakers, and researchers can contribute to advancing educational practices that are responsive to the needs of students in an increasingly interconnected and digital world.