The Effect of Instructor Feedback on Developing Iranian ELT Graduate Students’ Critical Academic Writing Skills
Publish place: Journal of Teaching Language Skills، Vol: 40، Issue: 4
Publish Year: 1400
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_JTLS-40-4_004
تاریخ نمایه سازی: 10 آذر 1400
Abstract:
A major part of any graduate program concerns academic writing, but most students do not have sufficient skills pertaining to it. For non-native Ph.D. students who need to write English language dissertations, this issue is particularly troublesome since it causes time-consuming extracurricular efforts, which can, at times, be frustrating. The present study was carried out in the form of an action research project to explore the impact of a process-based teaching of writing on the attitudes of ۸ Iranian Ph.D. candidates of TEFL towards writing academically. The course procedure included phases requiring students to send their completed writing assignments by specified dates and receive and apply teacher guidance on the texts’ logic, content, consistency, tone, and grammar. In-person discussions about the progress were also programmed for each student. The findings indicate that the students felt that the teaching process had a constructive effect on developing their writing skills. Implications include providing space for dialogue between teachers and students to complement written feedback, keeping the sense of accountability active in student minds by assisting them to self-organize, and realizing that graduate students may need assistance in very basic writing skills and knowledge.
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Authors
Hani Mansooji
English Department, Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran
Mehdi Javid
Amin Police University
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