English writing instruction in Iran: Implications for second language writing curriculum and pedagogy

Naghdipour, Bakhtiar

doi:10.1016/j.jslw.2016.05.001

Cited by 54 publications

(39 citation statements)

References 16 publications

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“…At the university, college students undertake general English and ESP courses with a heavy load of reading materials. Due to low efficiency of these formal language learning courses held in crowded classes with few resources, a considerable number of primary, secondary, and even tertiary students attend private language schools to improve their language proficiency communicatively and systematically (for review, see Naghdipour, 2016). The instructor was a highly-qualified male English teacher, with over 20 years of experience of teaching English at private and public schools.…”

Section: Participantsmentioning

confidence: 99%

Lexical Complexity Development from Dynamic Systems Theory Perspective: Lexical Density, Diversity, and Sophistication

Reza¹,

Gholami²

2017

INT J INSTRUCTION

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Section: Participantsmentioning

confidence: 99%

Lexical Complexity Development from Dynamic Systems Theory Perspective: Lexical Density, Diversity, and Sophistication

Reza¹,

Gholami²

2017

INT J INSTRUCTION

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“…reading, listening, speaking, and writing) and need to be offered specialized English courses in order to develop sufficient academic abilities (Mazdayasna & Tahrririan, 2008). Particularly, English writing skills need to be more emphasized for EAP Iranian students at university levels because, in the context of Iran, students face a truncated English language curriculum that leads to underdeveloped writing skills (Naghdipour, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, Iranian EAP/ESP students lacked sufficient writing skills (Mazdayasna & Tahrririan, 2008). In the context of Iran, students faced a truncated English language curriculum that leads to underdeveloped writing skills (Naghdipour, 2016).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…There was a need to foster critical thinking and critical reading strategies in students through EAP courses. Major reforms in EAP programs were required whereby students, teachers, and EAP curriculum developers could work collaboratively in setting academic goals, engaging in syllabus design, and developing curriculum ( (Flowerdew, 1999;Gosden, 1992;Khany & Tarlani, 2016;Naghdipour, 2016).…”

Section: Review Of the Literaturementioning

confidence: 99%

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A Comparative Study of Actual and Perceived Academic Competence of Iranian EAP Postgraduate Students

Arianmanesh

Khani

2019

IJREE

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Academic writing is a major concern for many university students. Despite extensive literature on students' academic writing, little attention has been focused on students' writing experience and practice in higher education. To fill this gap, the present study compared actual and perceived academic writing competence of postgraduate students who were enrolled in English for Academic Purposes (EAP) courses. First, measures of actual and perceived academic writing competence were developed and validated in Phase 1, using a separate sample of EAP postgraduate students (n = 391) in Ilam province, Iran. Phase 2 examined postgraduate students' academic writing competence perceptions and the ways through which their perceptions might have differed from their actual academic performance. Then the developed measures of actual and perceived academic writing competence, which exhibited acceptable reliability and good model-data fit, were distributed among a sample of 210 EAP postgraduate students from nine different academic fields. The results of data analysis revealed significant differences in perceptions and actual academic practices of students across different academic fields of study.

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“…Through the process of socialization, the L2 learners get to learn knowledge, values, genres, and expectations. The L2 learners internalize specific rules of their communities and undergo individual shifts and development to maintain their identity Naghdipour, 2016).…”

Section: Requirement For L2 Learnersmentioning

confidence: 99%

Teaching Writing to Second Language Learners: Bench-Marking Strategies for Classroom

Hussain

2017

SSRN Journal

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This study assesses teaching writing skills to the second language learners by utilizing benchmarking strategies of classroom. The study has used mixed approach of qualitative and quantitative analysis to evaluate learning and writing skills of second language among 400 students from different primary and secondary schools in Riyadh. The teachers were instructed to fill an assessment form to evaluate skills of students in learning second language through Benchmarking techniques of brainstorming, fable writing, speed writing, loop writing, and mini saga. The data was analyzed using a statistical software (SPSS) 20.0 version. Cross tabulation technique has been applied on the data collected through questionnaires to observe the appropriate responses of the teachers. The results revealed that 75% of the students were interested in learning writing in second language. Brainstorming technique (56.3%) was found to be most popular among the students and teachers. The majority of the teachers (84.4%) believe that acquiring writing skills is the toughest task for the second language learners. Moreover, brainstorming (p=0.000), narrating fables (p=0.002), and loop writing (0.000) were significant among students for learning second language. It has been concluded that the technique of brainstorming was effective among the students to learn writing skills in second language. Keywords:second language, brainstorming, loop writing, speed writing, mini saga, fable writing IntroductionThe development of second language skills among the students has always been an interesting task. The process of writing suggests that the students are actually taught how to write with coherence, acceptable spellings, and appropriate grammar structure in second language (Freedman et al., 2014).The strategies for classroom refers to the second language learning sense, which has been introduced to the complex shifts made by second language speakers. These strategies can be different in nature, which include cognitive learning strategies and metacognitive learning strategies (Cohen, 2014). Students need to personally get involved in writing exercises to make the learning experience valuable. In the second language learning classrooms student motivation is enhanced by explaining them the steps involved in effective writing (Santangelo& Graham, 2015). The writing activities need to be geared according to the needs and interests of the students. Moreover, these activities should be linked to the real life whenever possible.

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English writing instruction in Iran: Implications for second language writing curriculum and pedagogy

Cited by 54 publications

References 16 publications

Lexical Complexity Development from Dynamic Systems Theory Perspective: Lexical Density, Diversity, and Sophistication

Lexical Complexity Development from Dynamic Systems Theory Perspective: Lexical Density, Diversity, and Sophistication

A Comparative Study of Actual and Perceived Academic Competence of Iranian EAP Postgraduate Students

Teaching Writing to Second Language Learners: Bench-Marking Strategies for Classroom

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