The Effects of Instructor’s Comments on Our Academic Writing: The Case of Iranian TEFL M. A. Students

Academic writing is a significant component of all graduate programs, but the majority of students lack the necessary writing skills. This problem is especially frustrating for M. A. students who have to write academic articles in English because it necessitates time-consuming, extracurricular work that can occasionally be infuriating. The goal of the current study was to determine how ۱۰ Iranian M. A. students' attitudes were affected by an instructor's feedback on their writing practices. The participants were TEFL candidates in Gonbad Kavoos, Iran. Phases of the course's procedure included receiving and putting into practice teacher feedback on the texts' rationality, content, consistency, tone, and grammar, as well as sending their finished writing assignments by deadlines. Each student had a schedule for in-person discussions about their progress. According to the results, the students believed that the teaching method helped them improve their writing abilities. The implications include creating a forum for oral feedback between teachers and students to supplement written feedback, fostering a sense of responsibility in students by helping them to self-organize, and recognizing that graduate students may require assistance with very fundamental writing abilities and knowledge.

Keywords:

“Writing proficiency , Academic writing , Teacher’s feedback , Article writing , M. A. students”.