EFL learners’ written reflections on their experience of attending process-based, student-centered essay writing course
Memari Hanjani, A; Li, L
Date: 22 October 2014
Journal
The Asian Journal of Applied Linguistics
Publisher
University of Hong Kong Centre for Applied English Studies
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Abstract
Peer collaboration and process-based writing pedagogy are relatively unattended
concepts in Iranian EFL composition classes where single-draft, single-reviewer essay
writing practice maintains its dominance despite its failure to improve L2 learners’
writing skills. The current global popularity of process writing and peer ...
Peer collaboration and process-based writing pedagogy are relatively unattended
concepts in Iranian EFL composition classes where single-draft, single-reviewer essay
writing practice maintains its dominance despite its failure to improve L2 learners’
writing skills. The current global popularity of process writing and peer collaboration
tasks on the one hand, and its absence in an Iranian EFL writing curriculum on the
other, formed the primary motivation to incorporate this approach into an L2 essay
writing course and explore students’ reflections on their new experience. The results
of feedback provided by 111 students at the end of a new process genre-based
academic writing course revealed that participants showed a favourable attitude
towards multiple drafting and collaborative tasks, even though they reported some
concerns
School of Education
Faculty of Humanities, Arts and Social Sciences
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