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
,
Nima Yamrali
2
,
Nadia Gharani
3
1 - Department of English Language Teaching, Faculty of humanities, Islamic Azad University, Gonbad-e-Kavous, Iran
2 - Department of English Language Teaching, Faculty of humanities, Islamic Azad University, Gonbad-e-Kavous, Iran
3 - Department of English Language Teaching, Faculty of humanities, Islamic Azad University, Gonbad-e-Kavous, Iran
Keywords:
Abstract :
Alter, C., & Adkins, C. (2006). Assessing student writing proficiency in graduate schools of social work. Journal of Social Work Education, 42(2), 337-354. https://doi.org/10.5175/JSWE.2006.200404109
Beaumont, C., O’Doherty, M., & Shannon, L. (2011). Reconceptualizing assessment feedback: A key to improving student learning? Studies in Higher Education, 36(6), 671-687. https://doi.org/10.1080/03075071003731135
Beck, S. W. (2009). Composition across secondary and post‐secondary contexts: cognitive, textual and social dimensions. Cambridge Journal of Education, 39(3), 311-327.
Bitchener, J., & Knoch, U. (2009). The value of written corrective feedback for migrant and international students. Language Teaching Research, 12(3), 409-431.
Buckingham, L. (2008). Development of English Academic Writing Competence by Turkish Scholars. International Journal of Doctoral Studies, 3.
Caffarella, R. S., & Barnett, B. G. (2000). Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques. Studies in Higher Education, 25(1), 39-52.
Cakır, O. (2003). The role of the process approach in teaching writing in developing the written expression skill: The case of the Mersin University Faculty of Education. TÖMER Language Journal, 122, 31-51. http://www.tomer.ankara.edu.tr/dildergileri/122/31-51.pdf
Can, G., & Walker, A. (2011). A model for doctoral students’ perceptions and attitudes toward written feedback for academic writing. Research in Higher Education, 52, 508-536.
Connor, U. (2002). New directions in contrastive rhetoric. TESOL Quarterly, 36, 493-510.
Çelik, S. (2020). Building critical academic writing skills: The impact of instructor feedback on Turkish ELT graduate students. Tesl-Ej, 24(3), n3.
Divsar, H. (2018). Exploring the challenges faced by Iranian TEFL students in their doctoral dissertation writing. International Journal of English Language & Translation Studies, 6(3), 195-203.
Farooq, M. S., Uzair-Ul-Hassan, M., & Wahid, S. (2020). Opinion of second language learners about writing difficulties in the English language. South Asian Studies, 27(1).
Ferris, D. R. (2003). Response to student writing: Implications for second language students. Routledge.
Linda, S. Flower & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-87.
Flowerdew, J. (1999). Writing for scholarly publication in English: The case of Hong Kong. Journal of Second Language Writing, 8(2), 123-145.
Hammann, L. (2005). Self-regulation in academic writing tasks. International Journal of Teaching and Learning in Higher Education, 17(1), 15-26.
Hatim, B. (1997). Communication across cultures. Translation Theory and Contrastive Text.
Holmes, B., Waterbury, T., Baltrinic, E., & Davis, A. (2018). Angst about academic writing: Graduate students at the brink.
Hyland, K. (1990). Providing productive feedback. ELT Journal 44(4): 279-285. https://doi.org/10.1093/elt/44.4.279
Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10(3), 185-212. https://doi.org/10.1016/S1060-3743(01)00038-8
Hyland, K. (2003). Second language writing. Cambridge University Press.
Hyland, K., & Hyland, F. (2006). Feedback on second language students writing. Language Teaching, 39(2), 83-101. https://doi.org/10.1017/S0261444806003399
Jenkins, S., Jordan, M. K., & O'Weiland, P. O. (1993). The role of writing in graduate engineering education: A survey of faculty beliefs and practices. English for Specific Purposes, 12(1), 51-67.
Johns, A. M., & Swales, J. M. (2002). Literacy and disciplinary practices: Opening and closing perspectives. Journal of English for Academic Purposes, 1(1), 13-28.
Kaplan, R. B. (1966). Cultural thought patterns in inter‐cultural education. Language learning, 16(1‐2), 1-20.
Karatay. H. (2011). The effect of the 4+1 planned writing and evaluation model to develop the attitudes of pre-service teachers as to written expression and their writing skills. Turkish Studies, 6(3): 1029-1047.
Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation. ELT Journal, 44(4), 294-304. https://doi.org/10.1093/elt/44.4.294
Khodabandeh, F., Jafarigohar, M., Soleimani, H., & Hemmati, F. (2014). Investigating Iranian EFL writing problems and examining back transfer. Asian EFL Journal, 16(1), 227-270.
Khodabandeh, F., Jafarigohar, M., Soleimani, H., & Hemmati, F. (2014). Investigating Iranian EFL writing problems and examining back transfer. Asian EFL Journal, 16(1), 227-270.
Koch, B. J. (1983). Presentation as proof: The language of Arabic rhetoric. Anthropological linguistics, 47-60.
Kong, K. C. (1998). Are simple business request letters really simple? A comparison of Chinese and English business request letters. Text & Talk, 18(1), 103-141.
Lam, R. (2015). Understanding EFL Students' Development of Self‐Regulated Learning in a Process‐Oriented Writing Course. TESOL Journal, 6(3), 527-553.
Larcombe, W., McCosker, A., & O'Loughlin, K. (2007). Supporting education Ph.D. and DEd students to become confident academic writers: An evaluation of thesis writers' circles. Journal of University Teaching and Learning Practice, 4.
Lavelle, E., & Bushrow, K. (2007). Writing approaches of graduate students. Educational Psychology, 27(6), 807-822.
Mallahi, O. (2022). Investigating the Strategies and Problems of Iranian EFL Learners While Writing Summaries in Academic Contexts. Language Teaching Research Quarterly, 28, 1-30.
Maliborska, V., & You, Y. (2016). Writing conferences in a second language writing classroom: Instructor and student perspectives. TESOL Journal, 7(4), 874-897.
Mammadova, T. (2023). Writing Is a Challenge. In Academic Writing and Information Literacy Instruction in Digital Environments: A Complementary Approach (pp. 41-66). Cham: Springer International Publishing.
Mansouri Nejad, A., Qaracholloo, M., & Rezaei, S. (2020). Iranian doctoral students’ shared experience of English-medium publication: the case of humanities and social sciences. Higher Education, 80, 255-271.
Matoti, S., & Shumba, A. (2011). Assessing the writing efficacy of post-graduate students at a university of technology in South Africa. Journal of Social Sciences, 29(2), 109-118.
Mehr, H. S. (2017). The impact of product and process approach on Iranian EFL learners’ writing ability and their attitudes toward writing skill. International Journal of English Linguistics, 7(2), 158-166.
Mišak, A., Marušić, M., & Marušić, A. (2005). Manuscript editing as a way of teaching academic writing: Experience from a small scientific journal. Journal of Second Language Writing, 14(2), 122-131.
Muncie, J. (2002). Finding a place for grammar in EFL composition classes. ELT Journal, 56(2), 180-186.
Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. Tesl-Ej, 6(2), 1-20.
Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517.
Nurlatifah, L., & Yusuf, F. N. (2022). Students’ problems in writing analytical exposition text in EFL classroom context. English Review: Journal of English Education, 10(3), 801-810.
Ovilia, R., Addinna, A., & Oktoviandry, R. (2022). Students’ paraphrasing ability in academic writing; techniques and challenges. Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni, 23(2), 141-151.
Paltridge, B. (1997). Thesis and dissertation writing: Preparing ESL students for research. English for Specific Purposes, 16(1), 61-70.
Pérez-Llantada, C., Plo, R., & Ferguson, G. R. (2011). “You don’t say what you know, only what you can”: The perceptions and practices of senior Spanish academics regarding research dissemination in English. English for Specific Purposes, 30(1), 18-30.
Rowe, A. (2011). The personal dimension in teaching: Why students value feedback. International Journal of Educational Management, 25(4), 343-360.
Ruegg, R. (2014). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2), 87- 102. http://dx.doi.org/10.1080/09571736.2014.958190
Sharafi Nejad, M., Raftari, S., Mohamed Ismail, S. A. M., & Eng, L. S. (2016). Iranian EFL learners’ writing problems: A move towards a solution. Journal of Studies in Education, 6(4), 110-118.
Sharma, L. R. (2023). Examining the Master Level Students’ Difficulties in Academic Writing in English. Asian Journal of Arts, Humanities and Social Studies, 1-16.
Sheikhy Behdani, R., & Rashtchi, M. (2019). Process Writing and Enhancement of Critical Thinking Ability: Is Writing a Vehicle or an Ingredient of Critical Thinking? Iranian Journal of Applied Language Studies, 11(1), 181-200. doi: 10.22111/ijals.2019.4937
Stemler, S. (2001). An overview of content analysis. Practical Assess Res Evaluation, 7 (17).
Şaraplı, O. (2013). Academic essay writing in Turkish higher education system: Critical thinking or ready-made structure. International Journal on New Trends in Education and Their Implications, 4(2), 143-150.
Treglia, M. O. (2008). Feedback on feedback: Exploring student responses to teachers' written commentary. Journal of Basic Writing, 105-137.
Trzeciak, J., & MacKay, S. E. (1994). Study skills for academic writing. Prentice Hall.
Van de Poel, K., & Gasiorek, J. (2012). Effects of an efficacy-focused approach to academic writing on students' perceptions of themselves as writers. Journal of English for Academic Purposes, 11(4), 294-303.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on the development of writing proficiency. American Educational Research Journal, 31, 845–862.
