Exploring Iranian Postgraduate EFL Students’ Academic Writing Experiences and Expectations: A Dynamic Narrative Approach

In spite of the existence writing courses for postgraduate students in English-as-a-foreign-language (EFL) contexts, their academic proficiency remains low. Therefore, EFL students’ experiences and expectations need to be explored identify needs. To this end, a dynamic narrative approach was adopted examine 21 Iranian qualitatively. The narratives were analyzed based on plots, values, significance, adapted from Daiute (2014). findings revealed that linked challenges insufficient improper instructions. Furthermore, they asserted needs are ignored, teachers use different criteria evaluate writing. On whole, about did not align with actual experiences. study draw curriculum designers’ teachers’ attention those aspects reconsidered. Understanding requirements can bridge gap between expectations.