A Study on Efl Teachers’ Perception and Practice Of Teaching Writing Skills Using Process Writing Approach At Four Secondary Schools Found In Mareka District: Grade 9 In Focus

Abstract

The aim of this study was to investigate EFL teachers’ perception and practices of process writing approach at four secondary schools (Waka, Gozo, Gendo and Yamala ) found Mareka district, grade 9 in focus. To this end, descriptive survey research design with mixed approach was employed. Questionnaire, observation and interview were used as the main data gathering tools. 20 teachers were selected using purposive sampling techniques and 285 students selected using simple random sampling techniques of lottery method to fill questionnaires. The collected data were analyzed quantitatively using frequency,percentage, mean and qualitatively in describing the themes. The study revealed that all teachers had perceived process writing approach positively. In spite of their good perception, their practices of process approach were low. In other words, the teachers employed mostly product approach while teaching writing skills. Shortage of time, large class size, students’ weak background, the design of teaching materials and lack of reference materials were the major challenges that hinder their implementation of process writing approach. Based on the findings, it is recommended that secondary school EFL teachers are expected to employ the process writing approach all the time while teaching writing skills and the Ministry of Education and other responsible bodies need to provide the training to the teachers on implementation of process approach of writing so that they teach their students writing skills in a better way.