EFL Teachers’ Awareness, Practice, and Challenges in Teaching Students’ Paragraph Writing: The Case of Wachemo Preparatory School in Hossana Town, South-Ethiopia

Abstract

The purpose of this study was to investigate EFL teachers’ awareness, practice, and challenges in teaching students’ paragraph writing. In this study Explanatory Descriptive design was adopted. The sample size was 20% (six sections) from 29 sections; three hundred six students were selected out of 1500 students and 8(eight) English teachers were also participants. The research method employed was descriptive study using qualitative and quantitative data analysis techniques. Questionnaire, Interview and Classroom observation were data collection instruments. Results of research findings showed that EFL teachers’ lack of commitment and interest on practice of teaching writing skill was low. Therefore students didn’t practice and learn writing effectively and they failed to produce good paragraph. The major challenges affecting EFL teachers’ assessment of students’ paragraph writing are time scarcity, large class size, arrangement of sits, poor academic background of the students, lack of vocabularies, lack of students interest to practice writing and lack of EFL teachers’ commitment. Thus, based on the findings, the following recommendations were forwarded; EFL teachers should be aware of the issues and concepts in paragraph writing methodologies, teaching styles and knowing about the importance of paragraph writing assessment. They should also develop the habit of practicing to build their students writing skill. EFL teachers should assess students’ paragraphs writing regularly