EFL teachers’ practices and challenges in implementing collaborative writing strategyseka number 2 secondary school: The case of grade 11

Abstract

The core purpose of this study was to investigate the current EFL teachers’ practices and challenges inimplementingthecollaborative writing strategy of Seka Number 2 Secondary School/1the case of grade 11.This study employed a descriptive research design. By using this design, the researcher collected valuable and reliable data about the issue from the participants of the study. The study involved quantitative and qualitative research approaches for data collection and data analysis. The research instruments were a questionnaire, interview, and classroom observation. The sampling method was simple random sampling for students and census sampling for teachers. The analysis of the data showed that even if the benefits of the collaborative writing strategy were expressed by so many scholars and researchers;the findings of the current research revealed very low implementation of collaborative writing strategy due to factors such as lack of resources, poor classroom management, and lack of detail awareness of students and teachers about the strategy and inappropriate use of teachingmethods. Thus, EFL teachers, Educational administrative bodies(Directors, supervisors, and curriculum designers),and other stakeholders were recommended to give due attention to the implementation of the collaborative writing strategy especially in the studied school. Additionally, if possible, more research is recommended to harvest more results from it.