Abstract
With the widespread of COVID-19 in Saudi Arabia, the educational authorities issued firm directions to convert to virtual classes exploiting the available Learning Management System (LMS). However, during the academic year 2020-2021, the researchers observed that writing EFL instructors at Prince Sattam bin Abdulaziz University (PSAU), Saudi Arabia, faced diverse challenges due to having online mixed ability classes, i.e. those classes where students have varying levels of readiness, motivation, and academic caliper. Though many previous studies explored the influence of the COVID-19 pandemic on teaching and learning practices, very few studies addressed the way technological affordances pose challenges for instructors teaching mixed-ability classes. Therefore, the present study, using mixed quantitative and qualitative research methods, sought to explore challenges that evolved due to the technological affordances of LMS to spot the persistent problems and to offer relevant solutions for upgrading, writing teaching and learning practices. The basic research design relied on an online questionnaire followed by semi-structured interviews. Findings showed that differentiated instruction proved to be the most successful strategy for teaching writing in mixed-ability online classes as it allowed the adaptation of materials, teaching and learning practices, and assessment tools to motivate low achievers. In addition, the collaborative tools offered by the Blackboard such as the White Board, Discussion Board, Blogs, and Breakout Groups helped to meet the preferences of visual, auditory, and kinesthetic learners. Finally, further studies are recommended to explore the affordances of educational technologies regularly to identify potential benefits and limitations for offering the best teaching and learning practices.