Undergraduate EFL Students’ Perceptions of Essay Writing Course Effectiveness through Qualitative Content Analysis
Subject Areas : Applied Linguistics
1 -
Keywords: Student Perception, Essay Writing, Academic Writing, Qualitative Content Analysis, BA-level Curriculum,
Abstract :
This study investigated the perceptions of undergraduate (BA-level) EFL students regarding the effectiveness and possible improvement of Essay Writing as the most academically related writing course in the BA program. In doing so, the study relied on qualitative content analysis. To collect data, a researcher-made questionnaire (with three sections) was designed, which followed the conceptual findings of previous research in the literature on second language writing and education. The factors observed were arranged as four questions in the questionnaire, which dealt with “curriculum standards”, “educational objectives”, “reluctance and willingness to write”, and “linguistic competence.” Qualitative content analysis made it possible to reach a profound understanding of the students’ direct experiences. A total of 51 Iranian respondents participated in this study, out of whom, 37 ones (72.5%) belonged to the 22-24 age-group, while the majority of the students (64.7%) were females in terms of gender. The qualitative content analysis revealed 93 codes, 15 categories, and 4 themes. The most important observations suggested that the curriculum in Iran predominantly introduced Essay Writing to students on a surface level, while most students were not conceptually prepared for academic writing. Adding a course called “Academic Thinking” and using practice-oriented strategies could help to further address the shortcomings in the curricular system.
Aleshinskaya, E., & Kurnayev, A. (2021). Enhancing scientific writing achievement though paraphrasing. EDULEARN21 Proceedings, 4977-4981. https://doi.org/10.21125/edulearn.2021.1027
Amirian, Z., Karamifar, Z., & Youhanaee, M. (2020). Structural equation modeling of EFL learners' willingness to communicate and their cognitive and personality traits. Applied Research on English Language, 9(1), 103-136. Doi: 0.22108/are.2019.116248.1451
Arceo, D.B. (2016). Learner-centred curriculum revisited. European Journal of Curriculum Studies, 3(2), 505-519.
Asadifard, A., & Koosha, M. (2013). EFL instructors and student writers‟ perceptions on academic writing reluctance. Theory and Practice in Language Studies, 3(9), 1572-1578. doi:10.4304/tpls.3.9.1572-1578
Cando-Guanoluisa, F. S., Campaña-Pallasco, G. J., & Panchi-Herrera, D. M. (2017). Students’ perception about the writing instruction in English classes. Dom. Cien, 3(4), 902-918.
Chen, S., Nassaji, H., & Qian L. (2016). EFL learners’ perceptions and preferences of written corrective feedback: A case study of university students from Mainland China. Asian-Pacific Journal of Second and Foreign Language Education, 1(5), 2-17. Doi: 10.1186/s40862-016-0010-y
Erlingsson, C. & Brysiewicz, P. (2017). A hands-on guide to doing content analysis. African Journal of Emergency Medicine, 7, 93-99. doi: http://dx.doi.org/10.1016/j.afjem.2017.08.001
Ghoorchaei, B., & Tavakoli, M. (2020). Students’ perceptions about writing portfolios: A case of Iranian EFL students. Research in English Language Pedagogy, 8(1), 21-42. doi: 10.30486/RELP.2019.669076
Grant, J. (2014). Principles of curriculum design. Understanding medical education: Evidence, theory and practice (2nd ed.) (pp. 31-46). Malden: Wiley Blackwell.
Herrera Díaz, L. E. (2016). Exploring the students’ perceptions and language learning experiences of a self-access centre. Innovación Educativa, 16(71), 39-60.
Hort, S. (2020). Digital writing, word processors and operations in texts: How student writers use digital resources in academic writing processes. Journal of Academic Writing10(1), 43-58.
Ismail, S. A. A. (2011). Exploring students’ perceptions of ESL writing. English Language Teaching, 4(2), 73-83. doi: 10.5539/elt.v4n2p73
Kaivanpanah, S., Ghonsooly, B., & Salari Beynaba, N. (2019). Willingness to write in EFL contexts. Applied Research on English Language, 8(3), 339-364.
Karimnia, A. (2024). Exploring TEFL professors’ perceptions of the effectiveness of academic writing courses in MA-level TEFL curricula. Journal of Studies in Language Learning and Teaching, 1, 183-194
Karimnia, A. (2013). Writing research articles in English: Insights from Iranian university
teachers' of TEFL. Procedia - Social and Behavioral Sciences, 70, 901 – 914.
Karimnia, A. & Safnyyat M. (2021). Investigating source-text use in academic writing tasks of EFL students through integrated writing assessment. Iranian Journal of English for Academic Purposes, 10(3), 71-87.
MacIntyre, P.D., & Doucette, J. (2010). Willingness to communicate and action control. System, 38, 161-171.
Ministry of Science, Research and Technology. (2007). EFL curriculum. Islamic Republic if Iran Higher Education Publication.
Morrison-Saunders, A., & Hobson, J. (2013). Being subject-centred: A philosophy of teaching and implications for higher education. Issues in Educational Research, 23(2), 212-226.
Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37, 269-275. Doi: http://dx.doi.org/10.1016/j.lindif.2014.12.009
Radhakrishna, R, B. (2007). Tips for developing and testing questionnaires/instruments. Journal of Extension, 45(1).
Rahimi, M. (2010). Iranian EFL students’ perceptions and preferences for teachers’ written feedback: Do students’ ideas reflect teachers’ practice? The Journal of Teaching Language Skills, 2(2), 75-98.
Sağlamel, H., & Kayaoğlu, M. N. (2015). English major students’ perceptions of academic writing: A struggle between writing to learn and learning to write. Journal of History Culture and Art Research, 4(3), 37-52. doi: 10.7596/taksad.v4i3.477
Sifakis, N. C. (2014). Asking the right questions in “new school” EFL curriculum design. Major Trends in Theoretical and Applied Linguistics, 1, 121-140.
Slovakia, B. (2010). Academic writing guide: A step-by-step guide to writing academic papers. Seattle: Seattle City University.
Sundari, H., Febriyanti R.H., & Saragih, G. (2018). A proposed syllabus for EFL writing class at university. Lingua Cultura, 12(1), 15-23. Doi: 10.21512/lc.v12i1.3176
Tremblay, K., Lalancette, D., & Roseveare, D. (2012). Assessment of higher education learning outcomes: Feasibility study report. OECD.
White, N. (2002). Writing power (3rd Ed.). New York & London: Kaplan Publishing.
