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Moroccan EFL public university instructors’ perceptions and self-reported writing practices

In previous research, the majority of university students seemed to lack proficiency in many areas of writing (e.g., grammar, vocabulary, organization, and sentence construction). This illustrates the challenging nature of writing (as a skill) and the frequent focus on the product rather than the pr...

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Autores principales: Mamad, Abderrahim, Vígh, Tibor
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10165396/
https://www.ncbi.nlm.nih.gov/pubmed/37168887
http://dx.doi.org/10.1016/j.heliyon.2023.e15626
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author Mamad, Abderrahim
Vígh, Tibor
author_facet Mamad, Abderrahim
Vígh, Tibor
author_sort Mamad, Abderrahim
collection PubMed
description In previous research, the majority of university students seemed to lack proficiency in many areas of writing (e.g., grammar, vocabulary, organization, and sentence construction). This illustrates the challenging nature of writing (as a skill) and the frequent focus on the product rather than the process of writing instruction. Previous research focused on primary and secondary education; only a few studies investigated and compared the perceptions and self-reported practices of English as a Foreign Language (EFL) university instructors in relation to the product- and process-based writing approaches. Therefore, this study aims to examine this issue by surveying Moroccan EFL writing instructors' responses and comparing the findings with those of previous empirical studies from diverse educational levels. The following research questions guided our study: 1) What are the instructors' perceptions of product- and process-based writing? 2) What are their self-reported practices regarding these writing approaches? 3) Is there any alignment between their perceptions and their self-reported practices of product- and process-based writing instruction? For this purpose, a questionnaire was developed to collect data from 51 instructors. Since the questionnaire items regarding perceptions and practices were identical and covered five subscales under the two overall approaches, comparisons could be performed. The findings showed that the instructors agreed on the value of the subscale of Engagement in the writing revision process more than the other subscales. They also indicated that the two subscales of Engagement in the writing revision process and Writing as a final product were their most frequently reported writing practices. Based on the comparison between their perceptions and self-reported practices, consistencies were found in all five subscales. This study not only validated the questionnaire on the two approaches to teaching EFL writing in Moroccan universities but also showed the extent to which instructors’ perceptions and self-reported practices matched one another.
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spelling pubmed-101653962023-05-09 Moroccan EFL public university instructors’ perceptions and self-reported writing practices Mamad, Abderrahim Vígh, Tibor Heliyon Research Article In previous research, the majority of university students seemed to lack proficiency in many areas of writing (e.g., grammar, vocabulary, organization, and sentence construction). This illustrates the challenging nature of writing (as a skill) and the frequent focus on the product rather than the process of writing instruction. Previous research focused on primary and secondary education; only a few studies investigated and compared the perceptions and self-reported practices of English as a Foreign Language (EFL) university instructors in relation to the product- and process-based writing approaches. Therefore, this study aims to examine this issue by surveying Moroccan EFL writing instructors' responses and comparing the findings with those of previous empirical studies from diverse educational levels. The following research questions guided our study: 1) What are the instructors' perceptions of product- and process-based writing? 2) What are their self-reported practices regarding these writing approaches? 3) Is there any alignment between their perceptions and their self-reported practices of product- and process-based writing instruction? For this purpose, a questionnaire was developed to collect data from 51 instructors. Since the questionnaire items regarding perceptions and practices were identical and covered five subscales under the two overall approaches, comparisons could be performed. The findings showed that the instructors agreed on the value of the subscale of Engagement in the writing revision process more than the other subscales. They also indicated that the two subscales of Engagement in the writing revision process and Writing as a final product were their most frequently reported writing practices. Based on the comparison between their perceptions and self-reported practices, consistencies were found in all five subscales. This study not only validated the questionnaire on the two approaches to teaching EFL writing in Moroccan universities but also showed the extent to which instructors’ perceptions and self-reported practices matched one another. Elsevier 2023-04-20 /pmc/articles/PMC10165396/ /pubmed/37168887 http://dx.doi.org/10.1016/j.heliyon.2023.e15626 Text en © 2023 Published by Elsevier Ltd. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
spellingShingle Research Article
Mamad, Abderrahim
Vígh, Tibor
Moroccan EFL public university instructors’ perceptions and self-reported writing practices
title Moroccan EFL public university instructors’ perceptions and self-reported writing practices
title_full Moroccan EFL public university instructors’ perceptions and self-reported writing practices
title_fullStr Moroccan EFL public university instructors’ perceptions and self-reported writing practices
title_full_unstemmed Moroccan EFL public university instructors’ perceptions and self-reported writing practices
title_short Moroccan EFL public university instructors’ perceptions and self-reported writing practices
title_sort moroccan efl public university instructors’ perceptions and self-reported writing practices
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10165396/
https://www.ncbi.nlm.nih.gov/pubmed/37168887
http://dx.doi.org/10.1016/j.heliyon.2023.e15626
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