Exploring the practices and contextual factors in teaching writing skills in EFL classrooms: a case study

Abstract

This study explored four experienced teachers’ practices and challenges in teaching writing in English as a foreign language (EFL) in a secondary school in Ethiopia. While a single secondary school was selected based on a convenient sampling technique, four EFL teachers were selected using a purposive sampling technique. The data were collected using classroom observations, stimulated recall interviews, and course document analysis and were analyzed thematically. The findings of the study revealed that the teachers employed a product-oriented approach with a focus on rhetorical features and patterns about different types of texts. Large class sizes, lack of students’ language proficiency, lack of teachers’ pedagogical competence in teaching writing, and insufficiency of instructional time to develop drafts were found to impede teachers’ classroom practices in the study context. Based on the findings, it was recommended that teachers should assist students to do their writing outside the classroom ahead of each writing lesson so that they can use the lesson time for productive learning tasks. Besides, the Ministry of Education should spread systems to offer on-job training regarding up-to-date and innovative ways of teaching writing skills.