Abstract:
This study focuses on a comparative study of students' performance in EFL paragraph writing:
grade II in Jimma and Eldan preparatory schools. To this end, data were collected from 228
students through a paragraph test and interviews made with fbur English language teachers, and
analyzed using statistical methods: percentage, mean, standard deviation and one sample t test.
The study ascertained that the paragraph performance status among Grade 11 students in Eldan
and Jimma Preparatory Schools was inadequate, below the Government Standards for scoring
students' results. Even though it was found out that there aren't statistically significant
differences between the two groups of students, the paragraph performance status of Jimma
Preparatory School students was generally lower than that of their competitors at Eldan
Preparatory School. Among the paragraph indicators, the two schools students' level of
achievement was better compared from very good to satisfactory with paragraph legibility
indicator only, for Eldan and Jimma Preparatory Schools respectively. Therefore, the students'
EFL writing practice among the target students did not show a promising trend. Based on the
findings, undivided attention for improving students' linguistic errors, meticulous attention that
should be given for English language teachers in the professional growth parameter, motivating
the learners at the center of writing classroom, mainstreaming writing with other macro and
micro-skills, emphasizing on process approach over product approach of writing, strategies for
self and peer (collaborative) learning and assessment, as well as evaluation and feedback
mechanisms are recommended to improve the writing classroom trend.
