An Exploration into the Practices of the EFL Teachers of Humbo Tebela Secondary and Preparatory School Teach Writing Through Content Based Instruction

Tesfaye Buche Bosha

doi:10.7176/jlll/72-03

Abstract

The main purpose of this study was an exploration into the perception of Humbo Tebela Secondary and Preparatory School EFL teachers in teaching writing through Content-Based Instruction. Descriptive survey research design was employed for the current study. The researcher selected all the fourteen EFL teachers without sampling because of their limited number. On the other hand, 360 students selected by using simple random sampling technique by lottery method. The data gathering instruments used for study were: interview, questionnaire and classroom observation. The interview data were taped and transcribed into textual form. The classroom observation data were noted to analyze data. The close-ended questions of the questionnaire were treated in number and percentage using SPSS. Qualitative analysis was carried out to analyze the data gathered via open-ended items of the questionnaire. Finally, the results of statistical analysis were described verbatim. From the analysis of data, different findings were obtained. The study portrayed EFL teachers of Humbo Tebela Secondary and Preparatory School teachers’ practice on teaching writing through content-based instruction seemed below the standard that means majority of EFL teachers do not use content-based instruction when teaching writing. Most of the time they were rushing to cover the portion rather than focusing on content knowledge of students; some of EFL teachers and students have misconception about content-based instruction. Therefore, positive perception is not only mandatory for its implementation and EFL teachers of the school properly implement writing skills using CBI so it needs continuous awareness creation activity is paramount. Keywords: Practice, Writing Skills and Content-Based Instruction DOI: 10.7176/JLLL/72-03 Publication date: October 31 st 2020

Highlights

According to Stern (1983), all of the aforementioned methods have their own assumptions about English language and how it is learned
Teachers were asked how EFL teachers of Humbo Tebela Secondary and Preparatory School teach writing through content-based instruction
4.2 Discussion of Teachers’ Practice in Teaching Writing through Content-based instruction (CBI) Concerning the 2nd research question, “How do EFL teachers of Humbo Tebela Secondary and Preparatory School teach writing through content-based instruction?” Data were collected via questionnaire, interview and classroom observation

Summary

Introduction

According to Stern (1983), all of the aforementioned methods have their own assumptions about English language and how it is learned. Students’ maturity and their level of target language, learning style and strategies of language learning (Stern, 1983), determine the use of a given method Each of these methods has its own weak sides and strong sides, which means advantages and disadvantages. Content-based instruction (CBI) is defined as “the teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught” (Krahnke, as cited in Richards and Rodgers, 2001:204). What these models all have in common, is that CBI focuses on using the target language instead of learning about the target language (Hernandez, 2003)

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Discussion

Conclusion