Teachers’ Implementation of Writing as a Process in English Classrooms

The Case of Ghimbi Preparatory School

Authors

  • Abeya Temesgen Wallaga University
  • Tamiru Olana Wallaga University
  • Abeya Etana Wallaga University

Keywords:

Writing as a product, Writing as a process, Teaching writing skills

Abstract

This descriptive study investigated teachers’ implementation of writing as a process in English classrooms of Ghimbi Preparatory School. To this effect, two basic research questions were raised. To deal with these research questions, observation, questionnaire and interview were used. One hundred and twenty students and 3 teachers participated as respondents. The students responded to the questionnaire and the teachers responded to the interview. Three classrooms were observed while the teachers were teaching writing skills. The responses to the questionnaire were presented in tables and described quantitatively in frequency and percentages. Teachers’ responses to the interview and the data from the classroom observation were qualitatively described. The result showed that the targeted teachers neither encourage students to be engaged in the writing activities nor do they teach writing skills using the process approach. Time constraint and students’ lack of interest were the major problems the teachers had in the implementation of the process writing. Based on the findings, it was recommended that the teaching of writing as the students process has to be implemented in English classrooms of the targeted grade level to enable them be effective composers.

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Author Biographies

Abeya Temesgen, Wallaga University

Institute of Language Studies and Journalism, Wollega University, P.O. Box: : 395, Nekemte, Ethiopia

Tamiru Olana, Wallaga University

Institute of Language Studies and Journalism, Wollega University, P.O. Box: : 395, Nekemte, Ethiopia

Abeya Etana, Wallaga University

Institute of Language Studies and Journalism, Wollega University, P.O. Box: : 395, Nekemte, Ethiopia

References

Harmer, J. (1988). The practice of English language teaching.

Pearson: Longman.

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Kroll, B. (1990). Second Language writing: Research insight for the classroom. California State University, Northridge. Cambridge University Press.

Langan, J. (2010). Exploring writing; sentences and paragraphs, 2nd edition: Atlantic Cape Community College.

Murray, D. (1972). Teach writing as a process not product.

The Leaflet 1-14.

Peha, S. (2002).The writing process notebook. Available at http://www.ttms.org/PDFs/04%20Writing%20Process%20 v001%20%28Full%29.pdf

Raimes, A. (1983). Techniques in teaching writing. Oxford University Press.

Richards, J. C. (2004). Second language writing. Cambridge University Press. Pp.1.

White, R. and Arndt, V. (1991). Process writing: Longman handbook for language teachers. London. Pp. 5.

Yonas Adaye (1996). Teaching writing as a process at the first year level at A.A.U. with special reference to College English: MA Thesis.

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Published

28.09.2015

How to Cite

Temesgen, A., Olana, T., & Etana, A. (2015). Teachers’ Implementation of Writing as a Process in English Classrooms: The Case of Ghimbi Preparatory School. Journal of Science, Technology and Arts Research, 4(3), 273–278. Retrieved from https://journals.wgu.edu.et/index.php/star/article/view/275

Issue

Section

Original Research

Categories

Plaudit

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