INVESTIGATING FACTORS AFFECTING THE PRACTICE OF TEACHING PARAGRAPH WRITING GRADE 12 TEACHERS IN FOCUS

Abstract

The main purpose of this study was to investigate factors affecting the practice of teaching paragraph writing skills at Haramaya Preparatory School with special reference to Grade Twelve teachers in focus. In order to address the problem under investigation, the researcher employed descriptive qualitative method of study. In analyzing the results, the three data gathering tools interview, questionnaire and observation were employed. The interview was used mainly to gather information related to factors affecting EFL teachers’ teaching paragraph writing skills and to triangulate on the students’ problem on paragraph writing. As a result, the researcher purposively selected three English language teachers were interviewed individually using both semi-structured and structured interview questions. Then 20% of the students were taken as the study in simple random sampling technique for closed-ended questions. The questionnaire was conducted to figure out students’ related factors that affects the practice of teaching paragraph writing skills which are internal variables such as learning interest, goal orientation and learning strategies and external factors such as teaching practice, teachers’ role and teaching methodology. Besides, the researcher employed eleven observation check-list items which helped him as guiding framework while he was following each of the activities taking place in classrooms where writing skills classes were being conducted. Therefore, all data collected from the three instruments were analyzed qualitatively and quantitatively. In investigating, the following factors were identified as dominant constraints: less attention given to writing when students were at high school, the nature of examinations which were being administered both at school and national level, time constraints for continuous practices, problems related to methods of teaching in conducting writing lessons and lack of refreshment trainings for teachers. Similarly, the result also revealed that most of the teachers still focus on the end result of the writing even though they have good awareness about the importance of focusing on the process of writing. Moreover, they don’t use corrective feedback as a tool for improving their work in the process of writing. Based on the findings of the study important conclusions were drawn and some useful recommendations were forwarded.