dc.contributor.author | Memari Hanjani, A | |
dc.contributor.author | Li, L | |
dc.date.accessioned | 2016-05-23T15:28:14Z | |
dc.date.issued | 2014-10-22 | |
dc.description.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 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 | en_GB |
dc.identifier.citation | Vol. 1, No. 2, pp. 149 - 166 | en_GB |
dc.identifier.uri | http://hdl.handle.net/10871/21663 | |
dc.language.iso | en | en_GB |
dc.publisher | University of Hong Kong Centre for Applied English Studies | en_GB |
dc.relation.url | https://caes.hku.hk/ajal/index.php/ajal/article/view/32 | |
dc.rights | © 2014 The Author(s) | |
dc.subject | process-genre writing | en_GB |
dc.subject | peer collaboration | en_GB |
dc.subject | EFL | en_GB |
dc.subject | reflection | en_GB |
dc.subject | reflective writing | en_GB |
dc.subject | tertiary education | en_GB |
dc.subject | Iran | en_GB |
dc.title | EFL learners’ written reflections on their experience of attending process-based, student-centered essay writing course | en_GB |
dc.type | Article | en_GB |
dc.identifier.issn | 2308-6262 | |
dc.identifier.journal | The Asian Journal of Applied Linguistics | en_GB |