A Study of the Practice of Teaching Writing Skills: The Case of Bahir Dar University
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Date
2011-05
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Addis Ababa University
Abstract
The main objective of this study is to assess how the teaching of writing skill is being
implemented at Bahir Dar university English major instructors and the corresponding students
taught by them (as a source of data only). In achieving the stated objectives; purpose,
comprehensive and random sampling techniques were employed to determine the participants of
the study. In collecting data from these participants, classroom observations, questionnaires
(administered for both instructors and students) and semi structured interviews with two
instructors were employed. Latter on, the obtained data was presented, analyzed and interpreted
both qualitatively and quantitatively. The data obtained from the classroom observations and
instructors' interviews were analyzed in an intermingled way with the instructors ' questionnaire.
Where as, the data obtainedfrom the students' questionnaire is presented separately.
The findings of the inquiry revealed that the instructors do not have a clear cut approach that
they frequently use in teaching writing skill. Nevertheless, as the study indicates the instructors
sometimes employ a product approach and sometimes process approach depending on the time
scheduledfor the course. However, the study designates that they hardly employ the genre based
approach in teaching writing skill. In addition, the study also shows that instructors }i"equently
carry out (practice) reading skill while teaching writing skill. Besides, as the study reveals,
speaking and listening skills are also sometimes practiced concurrently in the teaching of writing
skill. However, instructors and the corresponding students hardly put vocabulary and grammar
language elements in to practice in writing skill lessons. Moreover, the investigation shows that
the instructors sometimes carry out reading, speaking, and listening skills at a time while
teaching writing skill. However, they hardly integrate all of the language skills with writing skill
in tandem. Furthermore, t~y illustrates that instructors, while teaching writing skill, do ,
not consider the students' interests; preferences and day to day life experiences in providing the
writing topiCS up on which the students practice the rest of language skills in their writing skill
lessons. Besides, instructors hardly provide project works in order that studenls work
cooperatively for such purposes. The study also indicates that impediments that are related to the
students, the instructors themselves, the classrooms, and the university (department) directly or
indirectly hampered the teaching of writing skill not to be effective.
Finally, In light of these findings, it is recommended that instructors would be more effective in
teaching writing skill if they follow the process approach as claimed by many scholars. Besides
to these the university (department) need to follow the annual and semester schedules strictly,
increase the time allotted for the course, minimize the number of students grouped in each
section, increase the accessibility of computers, photocopy machines, books in the libraries, and
the like facilities to make the teaching of writing skill more effective.
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Keywords
Teaching Writing Skills