Abstract:
The main purpose of this study was to explore EFL teachers teaching writing approaches .The study carried out at secondary level in Dire Dawa seven high schools grade 9in focus .The study employed descriptive research design in order to address the problem. Questionnaires, interviews and observations were the tools used to collect the data both qualitative and quantitative. To conduct the study 21 grade 9 English teachers were selected purposely from 7 governmental high schools and filled the questionnaires and also interview made with 6 teachers and observation in 3 classes were carried out. Observation made first in order to see what English teachers do when they teach writing. The questionnaires used to draw out teachers preferences of teaching approaches and whether they apply the process of teaching writing. Furthermore, the interview made to know the role they play during writing and problems they face while teaching writing. The questionnaires analyzed quantitatively and the interviews and observations analyzed qualitatively. By doing so, it tried to explore the frequently employed approach of teaching writing and how often EFL teachers applied stages of writing skills. Moreover, the study tried to explore the main challenges teachers confront while they are teaching writing skills. It also tried to see what roles teachers play in the teaching of writing.. The result showed that English teachers employed different approaches in their teaching writing (eclectic approaches).they also mentioned the importance of the process approaches in their teaching however, practically lack implementing stages of writing skills especially they give little time for pre-writing stages. They also focused to check the end result of students writing and unable to let their students choose their own topic to write freely. Therefore ,since the teaching of writing bases on different approach of writing, English teachers in Dire Dawa high schools should implement all approaches; the product, the process and the genre approaches by emphasizing on the process of writing.
