Exploring Teachers’s and Students’ Perceptions on Guided Essay Writing Instructions The Case of Third Year University Students at Mohammed El Bachir El Ibrahimi.

Abstract

Life is a leading process and without unambiguous directions, there cannot be a path to follow. In this regard, our research is about to understand how teacher-guided instructions affects students essay writing in Third Year License in English language Department at Bordj Bou Arreridj University. The main aim of this study is to investigate the influence of teacher guided-instructions on students writing essays from the perspectives of both teachers and students. It will contribute to a deeper comprehension of instructional strategies in this academic setting already have a certain skill or piece of information, it is assumed that they will acquire it through some type of interaction or process in class to implement in writing essays. The research process was anchored in a mix method approach, incorporating both questionnaire and interview. A large sample of 75 students of third year students and 4 teachers contributed their experiences. The findings show that teacher guidance has a range of effects on students' writing essays, including organization, coherence, the use of information and topic knowledge. The analysis emphasizes the significance of instructor feedback, instructional strategies, and student perspectives in determining writing development. The study provides subtle insights into effective pedagogical strategies for essay writing training, which has important implications for instructors seeking to improve their students' writing essays. Keywords: guided-instructions, writing essays, perceptions, mix method approach, instructor feedback.