EFL learners’ written reflections on their experience of attending process-based, student-centered essay writing course
Memari Hanjani, A
The Asian Journal of Applied Linguistics
University of Hong Kong. Centre for Applied English Studies.
Reason for embargo
Under indefinite embargo due to publisher policy. The final version is available from University of Hong Kong - Centre for Applied English Studies via the link in this record.
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
Vol. 1, No. 2, pp. 149 - 166