An Investigation of the Iranian EFL Learners' Perceptions towards the Most Common Writing Problems

Autor/inn/en	Derakhshan, Ali; Karimian Shirejini, Roghayeh
Titel	An Investigation of the Iranian EFL Learners' Perceptions towards the Most Common Writing Problems
Quelle	In: SAGE Open, 10 (2020) 2, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Derakhshan, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244020919523
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Writing Difficulties; Writing Instruction; College Students; Student Attitudes; Grammar; Punctuation; Teaching Methods; Mnemonics; Spelling; Language Usage; Familiarity; Language Patterns; Context Effect; Vocabulary; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schreibstörung; Schreibunterricht; Collegestudent; Schülerverhalten; Grammatik; Interpunktion; Teaching method; Lehrmethode; Unterrichtsmethode; Mnemotechnik; Schreibweise; Sprachgebrauch; Sprachmodell; Sprachstruktur; Wortschatz
Abstract	Inasmuch as the fact that writing is a cognitively demanding task and as a step toward overcoming some of the barriers English as a Foreign Language (EFL) learners face during writing performance, this study attempted to investigate Iranian EFL learners' perceptions toward the most common writing difficulties. To this end, 120 Iranian EFL learners from Golestan University, Iran, filled out a reliable and validated questionnaire. The results of the questionnaire and the semi-structured interviews (N = 24) revealed that most of the participants agreed that for teaching grammar and punctuation, they should be embedded in a context and be integrated with the four skills. They also believed that teachers should use punctuation appropriately in their writings themselves and teach them to students explicitly. Besides, it was believed that through using mnemonics, students can better learn words spelling. The results of the interviews revealed grammar, spelling, punctuation, choice of words, organization, and familiarity with genres and rhetorical structures, negative transfer from Persian to English, and idiomatic expressions and collocations are the other factors that make the writing task difficult. Based on the students' perceptions, the findings of this study can inform English language teachers to teach grammar, punctuation, and spelling by contextualizing them in an appropriate context, and they offer some practical implications for teachers, learners, material developers, and curriculum designers in this regard. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01