Teachers’ and learners’ beliefs about EFL writing instruction In higher education : a mismatch ?
Author
Source
Issue
Vol. 2017, Issue 10 (31 Dec. 2017), pp.118-134, 17 p.
Publisher
Algiers 2 University Abou el Kacem Saâdallah
Publication Date
2017-12-31
Country of Publication
Algeria
No. of Pages
17
Main Subjects
Languages & Comparative Literature
Abstract EN
At the university level in Algeria, EFL teachers and learners strive for attaining quality education and achieving success; nevertheless, neither of them seem quite satisfied with the outcome.
This is particularly true for writing, where students display considerable weaknesses.
A possible interpretation of the situation is that there might be a mismatch between teachers’ and learners’ beliefs about writing instruction.
In order to understand the premises and the forms of this disparity, and its consequences on the teaching/learning process, a small-scale investigation was conducted in the English department at Algiers 2 University.
Our guiding principle is that writing instruction, and EFL instruction in general should be primarily based on and directed towards students’ needs.
The results of this investigation are hoped to enlighten the present issue with possible solutions
American Psychological Association (APA)
Arar, Samirah. 2017. Teachers’ and learners’ beliefs about EFL writing instruction In higher education : a mismatch ?. Afkar wa Affak،Vol. 2017, no. 10, pp.118-134.
https://search.emarefa.net/detail/BIM-869283
Modern Language Association (MLA)
Arar, Samirah. Teachers’ and learners’ beliefs about EFL writing instruction In higher education : a mismatch ?. Afkar wa Affak No. 10 (2017), pp.118-134.
https://search.emarefa.net/detail/BIM-869283
American Medical Association (AMA)
Arar, Samirah. Teachers’ and learners’ beliefs about EFL writing instruction In higher education : a mismatch ?. Afkar wa Affak. 2017. Vol. 2017, no. 10, pp.118-134.
https://search.emarefa.net/detail/BIM-869283
Data Type
Journal Articles
Language
English
Notes
Record ID
BIM-869283