Perceptions of Students Towards Self-selected and Teacher-assigned Topics in EFL Writing

Abstract

Research into learners’ perceptions towards learning English as a foreign language (EFL) has received considerable attention. Nevertheless, very little has been carried out in the area of teaching writing. In fact, the new trends towards teaching writing in EFL setting suggest that teaching materials should be based on both a comprehensive understanding of institutional requirements and students’ deep perceptions of the act of writing in a foreign language. Thus, the integration of students’ choice and interests in the process of teaching writing can be regarded as the practical realization of this trend. Implementing a qualitative approach, the present paper aims at exploring EFL students’ perceptions towards self-selected and teacher-assigned topics in their writing classes. This study has used a certain form of data collection, self-written-reports, written by EFL adult students (N=30), reflecting their own perceptions on the issue. The findings of the study have revealed that students, generally, perceived to be more motivated and encouraged to write when they are granted the right to choose their own selected topic in their EFL writing classes. However, a small number of them expressed their positive perceptions towards teacher-assigned topics.The study has offered some pedagogical suggestions to be employed in EFL writing classes.