Evaluating major problems of ma students of tefl in developing proposals: ma students and their professors’ perceptions in focus

This study aimed at evaluating the major problems of ma students of tefl in developing proposals from the viewpoint of ma students and their professors. This quantitative study enjoyed a descriptive method and presented the frequencies and percentages of the analyzed data. The participants were a sample of 40 ma students of tefl and 15 professors. They were requested to fill out a separate valid and reliable 40-item questionnaire. These two questionnaires were designed to evaluate students’ viewpoints about writing proposals and professors’ viewpoint about students’ proposals. Since the obtained data were non-parametric, chi-square test was applied to analyze the data. The findings showed that apa style was not completely taught to ma students. The students had enough familiarity with the layout and physical appearance, and had appropriate knowledge of skills and subskills; however, they did not know how to analyze the data. Professors also believed that students could not explain the implications of the study perfectly in their proposals and could not provide a complete reference section. They also believed that students were not able enough to use cohesive devices. On the other hand, the difference between ma students and professors regarding the issue of affective factors was not statistically significant. The findings of this study will be useful for professors who teach seminar courses, and the administrators of the universities to offer acceptable format for the proposals, and to make students more aware of principles they should follow in proposal writing to submit an acceptable proposal.