PE ۱۲۸

Pedagogical Challenges of Teaching EFL Writing to Iranian Young Learners

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

۹۶/۰۶/۲۹

۶۶ص.

محمد آقاجان زاده

فريدون وحداني

Writing skill , Young learners , Challenges , Motivation , Feedback

آقاجان زاده،محمد،راهنما , وحداني،فريدون،مشاور

Many teachers believe that writing can be the most problematic skill for both learners and teachers (Negari, 2012). According to them, it is probably the least popular skill among both teachers and learners. Many learners are afraid of making mistakes and feel bored when they are required to do a writing task. They are rarely given enough help with this daunting task at school even with writing in their first language (Richards, 2008). Thus, the present study was conducted to detect the challenges Iranian Young Learners (YL) probably face is of paramount importance. Having this in mind, a qualitative design was used in this study to investigate pedagogical challenges of teaching writing to young learners. A semi-structured interview protocol was used to get answers to the research questions. In this study 46 teachers of private language institutes in different cities were interviewed. Some of them were experienced teachers and others were novice. They were asked to share their experiences and spoke about the problems they face when teaching writing to young learners. Both novice and experienced teachers had common perception of some challenges including materials, teachers’ accountability, students’ affection, pedagogy and assessment. Writing dynamics (unheeded feedback, idea and content challenges) was a challenge where novice and experienced teachers had different views. This study analyzes these challenges and other problems in depth and in detail.

۹۷/۱۱/۰۹

منتخبي

50374