A Comparative Study Of Students' Performance In EFL Paragraph Writing: Grade 11 In Jimma And Eldan Preparatory Schools in Focus

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.