Teachers’ Perceptions Of The Affective Dimension In Efl Writing

Résumé: Much research on language writing instruction has focused on cognitive processes while little attention is paid to the affective side involved in writing namely from teachers’ perspectives. Teachers have a significant role in shaping learners’ experiences of success inside and outside the classroom setting. As such, the present paper is concerned with teachers’ perceptions of learners’ affect in EFL writing. It is a humble attempt to understand the ways teachers view learners’ writing difficulties, and teachers’ impact on creating supportive learning environments. To answer the research questions, writing teachers of first-year undergraduates completed questionnaires for the sake of gaining an understanding of teachers’ educational practices. The results indicate that though teachers acknowledge students’ writing difficulties, they partially relate that to the affective dimension in writing. The paper concludes with some implications for classroom practice that derive from teachers’ experiences in EFL writing classrooms.

Publié dans la revue: مجلة أبحاث