The Effects of Instructor’s Comments on Our Academic Writing: The Case of Iranian M. A. Students of TEFL
Subject Areas : Research in English Language Pedagogy
Hamed
Zarabi
1
(Department of English Language Teaching, Faculty of humanities, Islamic Azad University, Gonbad-e-Kavous, Iran)
Nima
Yamrali
2
(Department of English Language Teaching, Faculty of humanities, Islamic Azad University, Gonbad-e-Kavous, Iran)
Nadia
Gharani
3
(Department of English Language Teaching, Faculty of humanities, Islamic Azad University, Gonbad-e-Kavous, Iran)
Keywords: Instructor’s Feedback, M.A. Students, writing proficiency, academic writing, Article Writing, Process Model Approach,
Abstract :
Academic writing is a significant component of all graduate programs, but the majority of students lack basic writing skills. This problem is especially frustrating for M.A. students of TEFL who have to write academic articles in English because it necessitates time-consuming, extracurricular work that can occasionally be infuriating. The present study was carried out in the form of an action research project to explore the impact of process-based teaching of writing on the attitudes of 10 Iranian M. A. candidates of TEFL towards writing academically. The participants were TEFL candidates in Gonbad Kavoos, Iran. A qualitative method employing a collaborative action research model was used to find out how Iranian M. A. students of TEFL viewed the process writing approach. Phases of the course's procedure included receiving and putting into practice the instructor’s feedback on the texts' rationality, content, consistency, tone, and grammar and 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.
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