Efl Students Making Sense Of Good Writing: A Case Study Of Third Year Pre-service Ensb Teacher Trainees

Résumé: Abstract Writing plays a major role in students’ academic success as a skill which is used in both English language teaching and evaluation in the EFL context. In other words, students in this context write to learn and learn to write for academic purposes. This study investigates third year students’ perceptions of good writing as it is taught and practiced at L’Ecole Normale Supérieure de Bouzareah-Algiers (ENSB). It also attempts to answer the following question: how do students perceive good writing? To answer this question, qualitative data was collected from semi-structured questionnaire and a follow up interview which were thematically analysed as part of a PhD thesis on students' journeys of becoming writers. mainly on students' experiences of writers. In this article, I will focus on students’ understanding of the standards of good writing as they negotiate access and recognition as writers and thus members of the academic writing community. The findings suggest that there are five main features of good writing which are: mastery of English, having a positive impact on the reader, and finally having some writing ethics like honestly, commitment and responsibility towards the readers. Keywords: academic writing, argument writing, good writing, discourse, standards, students’ perceptions and experiences of academic writing, EFL writing, teachers’ education.

Publié dans la revue: مجلة البحوث التربوية والتعليمية