10.30495/jntell.2023.1975132.1035

On Iranian EFL Learners 'Perceptions of Problem-Based Writing

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  • Hanieh Kashi1,
  • Shahram Afraz*2,
  • Fazlolah Sammi3,
  1. PhD Candidate, Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran
  2. Assistant professor,Qeshm Branch,Islamic Azad University,Qeshm,Iran
  3. Assistant Professor, Department of English Language, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran

Revised: 2022-12-16

Accepted: 2023-01-23

Published in Issue 2023-01-01

Copyright (c) 2024 Journal of New Trends in English Language Learning (JNTELL)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Kashi, H., Afraz, S., & Sammi, F. (2023). On Iranian EFL Learners ’Perceptions of Problem-Based Writing. Journal of New Trends in English Language Learning (JNTELL), 2(1), 15-28. https://doi.org/10.30495/jntell.2023.1975132.1035
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Abstract

Since writing is characterized with a cognitive nature, one practical approach to improve EFL learners' writing skill
is to resort to inquiry-based learning approaches such as problem-based learning (PBL) which is characterized with
a high cognitive demand and often contribute to high retention of knowledge. This study aimed at exploring Iranian
EFL learners’ perceptions of problem-based learning. In so doing, a content analysis design was used within the
qualitative paradigm. The participants consisted of 15 (8 females and 7 males) advanced EFL learners who
participated in the study through purposive sampling from different language institutes in Tehran. The data were
gathered through a semi-structured interview. Data analysis was conducted through thematic analysis. Based on the
interview data, the following themes were extracted: Engagement, collaboration, personal preferences, sharing
knowledge, novelty, less supportive teachers, joyful learning process, and use of adequate technologies, time
requirements, affecting vocabulary learning, changing students' perception about the learning process and the
teachers' role. The results have some implications for EFL teachers and learners, and curriculum planners. 

Keywords

  • Collaboration,
  • Engagement,
  • Writing, Problem-based Learning
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