To have or not to have a Choice in Writing Topics and Positions

Document Type : Article

Authors

1 English Department, Farhangian University, Tehran, Iran

2 Ahvaz

Abstract

The prevailing assumption in education is that students should have the ability to choose their writing topics and positions. However, this belief lacks substantial empirical evidence. To investigate this further, Semi-structured interviews with 40 male students in the field of English Language Teaching in Farhangian University who had completed two argumentative writing assignments in a university course were conducted. One assignment allowed them to choose their writing position, while the other assignment had the position assigned to them. These students were in their second to third year of study and possessed above-average writing skills. Our interview protocol focused on exploring their evolving perspectives on choice as a motivating factor in this specific writing assignment. Applying a grounded theory approach to thematic analysis, it became evident that students believed they should be able to choose their writing topics because they were more likely to be interested in them and had a better understanding of the subject matter. They also perceived that choice enhanced their motivation and the quality of their writing, ultimately influencing their grades. While most students in the study expressed a preference for choice, they also recognized several advantages of not having choice. These included the opportunity to enhance their writing skills, develop new perspectives, and cultivate tenacity in their writing.

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JELT Journal | Farhangian University
Volume 2, Issue 2 - Serial Number 1024202
A Tribute to Ghaffar Tajalli, an Iranian Famous English professor and author.
September 2023
Pages 185-218

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