Abstract
Inasmuch as the fact that writing is a cognitively demanding task and as a step toward overcoming some of the barriers English as a Foreign Language (EFL) learners face during writing performance, this study attempted to investigate Iranian EFL learners’ perceptions toward the most common writing difficulties. To this end, 120 Iranian EFL learners from Golestan University, Iran, filled out a reliable and validated questionnaire. The results of the questionnaire and the semi-structured interviews ( N = 24) revealed that most of the participants agreed that for teaching grammar and punctuation, they should be embedded in a context and be integrated with the four skills. They also believed that teachers should use punctuation appropriately in their writings themselves and teach them to students explicitly. Besides, it was believed that through using mnemonics, students can better learn words spelling. The results of the interviews revealed grammar, spelling, punctuation, choice of words, organization, and familiarity with genres and rhetorical structures, negative transfer from Persian to English, and idiomatic expressions and collocations are the other factors that make the writing task difficult. Based on the students’ perceptions, the findings of this study can inform English language teachers to teach grammar, punctuation, and spelling by contextualizing them in an appropriate context, and they offer some practical implications for teachers, learners, material developers, and curriculum designers in this regard.
Highlights
Learning and teaching English as a Foreign Language (EFL) are always painstaking tasks, especially when they come to places where English serves a very limited purpose
It can be argued that English language teaching in Iran has a history of, at least, more than 50 years, due to the limited use of English language in daily interactions and inappropriate measures taken to its teaching, learning EFL is a great challenge for many students as their scores in English state-level school exams reveal (Amirbakzadeh & Vakil Alroaia, 2020; Davari & Aghagolzadeh, 2015; Iranmehr & Davari, 2018)
To continue and add to this relatively new and burgeoning line of research, this study aims to investigate Iranian EFL learners’ perceptions toward the most frequently encountered difficulties experienced during writing performance
Summary
Learning and teaching English as a Foreign Language (EFL) are always painstaking tasks, especially when they come to places where English serves a very limited purpose In this regard, it can be argued that English language teaching in Iran has a history of, at least, more than 50 years, due to the limited use of English language in daily interactions and inappropriate measures taken to its teaching, learning EFL is a great challenge for many students as their scores in English state-level school exams reveal (Amirbakzadeh & Vakil Alroaia, 2020; Davari & Aghagolzadeh, 2015; Iranmehr & Davari, 2018). In the educational context, writing can be employed to take
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