Exploring Iranian Postgraduate EFL Students' Academic Writing Experiences and Expectations: A Dynamic Narrative Approach

Autor/inn/en	Esfandiari, Rajab; Meihami, Hussein; Jahani, Fatemeh
Titel	Exploring Iranian Postgraduate EFL Students' Academic Writing Experiences and Expectations: A Dynamic Narrative Approach
Quelle	In: TESL-EJ, 25 (2022) 4, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Graduate Students; English (Second Language); Second Language Learning; Second Language Instruction; Student Experience; Writing Instruction; Curriculum Design; Foreign Countries; English for Academic Purposes; Writing Skills; Student Attitudes; Difficulty Level; Alignment (Education); Student Needs; Personal Narratives; Majors (Students); Masters Programs; Writing Evaluation; Iran + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Studienerfahrung; Schreibunterricht; Lehrplangestaltung; Ausland; Writing skill; Schreibfertigkeit; Schülerverhalten; Schwierigkeitsgrad; Erlebniserzählung; Magister course; Magisterstudiengang
Abstract	In spite of the existence of writing courses for postgraduate students in English-as-a-foreign-language (EFL) contexts, their academic writing proficiency remains low. Therefore, EFL students' academic experiences and expectations need to be explored to identify their needs. To this end, a dynamic narrative approach was adopted to examine the academic experiences and expectations of 21 Iranian postgraduate EFL students qualitatively. The narratives were analyzed based on their plots, values, and significance, adapted from Daiute (2014). The findings revealed that EFL students linked their challenges to insufficient and improper instructions. Furthermore, they asserted that their needs are ignored, and teachers use different criteria and expectations to evaluate their writing. On the whole, students' expectations about writing courses did not align with their actual experiences. The findings of this study about EFL students' experiences and expectations draw curriculum designers' and teachers' attention to those aspects of academic writing that need to be reconsidered. Understanding the actual requirements of writing courses can bridge the gap between teachers' and students' expectations. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01