An Exploratory Study on the Implementation of the Process Approach to the Teaching/Learning of the Course Basic Writing Skills: The Case of Hawassa University
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Date
2013-06
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Addis Ababa University
Abstract
The major purpose of this study was to examine the extent to which the process approach was being implemented in Basic Writing classes at Hawassa University. To achieve this, the researcher employed descriptive qualitative method of study. In analyzing the results of the questionnaires, however, he used qualitative method. The major research tool was observation conducted in two Basic Writing Skills classes. The second one was semi-structured interviews conducted with both Basic Writing Skills instructors and students who were taking the course in the university mentioned above. The third one was evaluation of the teaching materials which were being used in Basic Skills classes and the last one was questionnaire administered to both Basic Writing Skills instructors and students who were taking the course. In an attempt to investigate the perceptions of instructors and students about the method of teaching being used in conducting the course, the results from the classroom observations, interviews and questionnaires revealed that 50% of the respondents were of the perception that the process approach was being employed with the product approach side by side. Regarding the feasibility of the teaching materials in implementing the process approach, the data collected through all the research tools mentioned above similarly indicated that 50% of the materials were developed in conformity with the process approach. In an effort made to investigate the extent to which the process approach was implemented in conducting the course, the summary of the results pointed out that the process approach was implemented by and large, in conducting 50% of the writing lessons.
In investigating the factors which were responsible not to appropriately implement the process approach in Basic Writing Skills classes, the following factors were identified as dominant constraints: less attention given to writing when students were at secondary school, the nature of examinations which were being administered both at school and national level, time constraints for continuous practices, students’ shortcomings in their grammar skills, problems related to methods of teaching in conducting writing lessons, lack of refreshment trainings for instructors, limitations in the teaching materials, attitudinal differences among instructors were among others. In sum, though the process approach has been employed in conducting the lessons in Basic Writing Skills classes, it has not yet been given full attention at Hawassa University.
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Teaching/Learning of the Course Basic Writing Skills: The Case of Hawassa University