How Teachers of English Use Writing Approaches when Teaching Composition Writing: The Case of Three Selected Secondary Schools in Central West Education Division-Malawi

Abstract

Since the inception of teaching English as a Second Language (ESL) writing, educators and researchers have developed various writing approaches to address the needs of learners. This paper examines how English teachers apply these approaches in teaching ESL writing, focusing on key methodologies such as the product writing approach, genre writing approach, and process writing approach. The advantages and limitations of each approach are discussed. The study employed a qualitative research methodology, including in-depth interviews, focus group discussions, classroom observations, literature reviews, and the analysis of documents and students' exercise books. Content analysis was used to transcribe, categorize, and code the data. The study aimed to provide specific examples of empirical findings that illustrate effective strategies teachers use to enhance writing competence in composition instruction. The findings highlight that teachers predominantly use the product-oriented approach when teaching composition writing, particularly in tasks such as writing full-length compositions (350-500 words), answering comprehension questions, and summarizing texts. However, this approach often led to challenges, including students' inability to write meaningfully due to surface-level errors, a lack of ideas or vocabulary, poor organizational skills, and general difficulties in composing effectively. This study contributes to the understanding of how English teachers adapt writing approaches based on their specific contexts and the needs of their learners. The implications of these findings are also discussed