Exploring Iranian Postgraduate EFL Students’ Academic Writing Experiences and Expectations: A Dynamic Narrative Approach

Esfandiari, Rajab; Meihami, Hussein; Jahani, Fatemeh

doi:10.55593/ej.25100a4

Cited by 8 publications

(8 citation statements)

References 26 publications

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“…Being creative lecturers also convey new directions and incremental changes in writing innovation (Ellis et al, 2023) when lecturers' assistance enhances the subject-content knowledge (Xavier, Hong & Renandya, 2020) in short story draft revision importantly, as well as the context-specific dynamics which influence heterogeneous students, writing tasks, and classroom teaching (Chang, 2021). The lecturers' assistance experientially uses directive feedback of ongoing, systematic, sustainable, and longitudinal decisions (Esfandiari, Meihami, & Jahani, 2022), and constructed effective communication that assists students with writing anxiety (Wu & Buripakdi, 2022) as well. However, lecturers' teaching assistants set out students' narrative writing performance to produce better short story samples.…”

Section: Resultsmentioning

confidence: 99%

Lecturers’ Narrative Writing Teachability as Proven in Students’ Short Story Performance

Sumekto,

Putri,

Munifah

2023

Lingua Cultura

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The research aimed to observe the lecturer’s teachability on students’ short story performance based on the database fitness of narrative writing. The research involved 245 undergraduate students aged between 18 to 23 years old (Mage = 20,65; SD = 1,603), from the parallel-intact-narrative writing. Students’ self-rated evaluation used several variables: transparency, accountability, fairness, and assistance in narrative writing instruction. Meanwhile, short story samples verified vocabulary, structure, mechanics, content, and organization. The findings show the lecturer’s teachability in the moderate category, for which the independent T-test results do not statistically show a significant difference between male and female students for perceiving the lecturer’s teachability, and the MANOVA revealed the lecturer’s teachability with F (16, 724.687), p = 0,044; Wilks’ Lambda = 0,894; and partial eta squared = 0,028, determined a differently statistical significance. The Systematic Analysis of Language Transcripts (SALT) indicates students’ short story samples with some experience of the syntactic structures and various categories upon the correlational results since the transcript length intelligibility, standard measures, and subordination index signified the database for supporting students’ short story performance.

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Section: Resultsmentioning

confidence: 99%

Lecturers’ Narrative Writing Teachability as Proven in Students’ Short Story Performance

Sumekto,

Putri,

Munifah

2023

Lingua Cultura

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“…The two main claims of Esfandiari, Meihami, and Jahani (2022) in this study are that: one, while the students know what the good features are in academic writing, they cannot manifest these features in their writing; and two, the expectations of students are not matched by their writing practices.…”

Section: Study Nomentioning

confidence: 86%

An Inter-Country Critical Analysis of Online Studies on the Academic Writing in English of University Students Using the Toulmin Model

ALAMEDA

2023

AIDE-IRJ

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This paper examined the claims or arguments of ten (10) published studies on academic writing problems of university students in different countries using the Toulmin model or method to determine whether their arguments are backed up by evidence or data, whether their arguments are strong, and what the common problems among the students in these countries are. The studies are limited to those only from 2019 until the present. Results showed that despite being published and peer-reviewed, most of the arguments used in the studies were only of type 2 under said classification, which includes the presence of one or more claims with simple justification or grounds (data, warrant, and backing) but no rebuttal. Only five include backing, only three have rebuttals, and only two have both. This means that most of the arguments are weak and may easily be defeated by another claim supported by its own data, rebuttal, backing, and counterargument. It is recommended that all the elements of the Toulmin method be used to produce strong arguments. It is also recommended that the Toulmin model be used by those who submit their studies for publication by journals and for these journals to use the said method to determine whether the claims of studies submitted to them are strong and convincing. Further recommendations also include the introduction of the Toulmin model and methodology to university students in their early years in the university and even in high school to aid them in their critical thinking and academic writing.

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“…Furthermore, technology use in English writing is not a recent development (Elfiyanto & Fukazawa, 2021;Esfandiari et al, 2022;Purnawarman et al, 2016). Likewise, involving technology is one of the methods that many respondents use.…”

Section: Strategist In Academic Writingmentioning

confidence: 99%

An Investigation into the Challenges and Strategies Utilization in Academic Writing: A Case Study of Indonesian Postgraduate Students

Muryani,

Romadhon,

Mustofa

2024

VELES

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This study explores into the challenges encountered by postgraduate students in the realm of academic writing,along with the strategies they employ to tackle these hurdles and the resources aiding their writing process.Employing narrative inquiry as the research design, the study aimed to facilitate a comprehensive explorationof these issues. The participants consisted of ten postgraduate students enrolled at a private university inIndonesia. The research methodology involved conducting interviews with these students to uncover thestrategies and tools utilized by English Master's degree students to achieve success in academic writing.Primary difficulties identified included challenges in organizing coherent content, sourcing relevant referencesto bolster arguments, navigating spatial constraints when expressing ideas, and accurately interpreting data.The findings revealed that digital resources, such as scholarly websites and databases, emerged as the primarysources for accessing journals and articles. In contrast, printed materials played a diminished role due to theiroutdated nature. The study underscores the importance of understanding these inherent challenges in writingand leveraging available strategies and resources to enhance writing skills, thereby enabling postgraduatestudents to produce high-quality research papers.

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Exploring Iranian Postgraduate EFL Students’ Academic Writing Experiences and Expectations: A Dynamic Narrative Approach

Cited by 8 publications

References 26 publications

Lecturers’ Narrative Writing Teachability as Proven in Students’ Short Story Performance

Lecturers’ Narrative Writing Teachability as Proven in Students’ Short Story Performance

An Inter-Country Critical Analysis of Online Studies on the Academic Writing in English of University Students Using the Toulmin Model

An Investigation into the Challenges and Strategies Utilization in Academic Writing: A Case Study of Indonesian Postgraduate Students

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