Investigation the Practice of Teaching Writing and Its Effect on Students‟ Writing Performance: The Case of Edgiest Chore Secondary and Preparatory School

Haile, Zekarias

Investigation the Practice of Teaching Writing and Its Effect on Students‟ Writing Performance: The Case of Edgiest Chore Secondary and Preparatory School

Files

Zekarias Haile.pdf (1.08 MB)

Date

2019-04

Authors

Haile, Zekarias

Publisher

Addis Ababa University

Abstract

The general objective of this study was to investigate the practice of teaching writing and its effects on students’ writing performance: the case of Ediget Chora Secondary and Preparatory School. A mixed method approach was used to collect qualitative and quantitative data involving classroom observation, FGD, testing, and document analysis. The participants of the study were grade 12 English language teachers and students of Ediget Chora Secondary and Preparatory. So from a total of 289 students in 6 sections, 143 students who were learning in 3 sections were selected through simple random sampling. Regarding teachers, there were 17 teachers. From these teachers, 6 teachers who were teaching in grade 12 were randomly selected for data source. The findings showed that the writing skills were not practiced in the way students could write a whole piece of communication, and could develop information, ideas and arguments to a particular reader or group of readers. Writing was practiced at word and sentence level. Most of the time, controlled and guided writing were practiced to teach grammar and vocabulary. Thus, based on the findings, the following recommendations were forwarded:English language teachers should train their students on giving written feedback to their peers until they understand that giving and receiving written feedback is one way of learning. Preparatory English language teachers should teach their learners how to write legible hand writing, and getting them to practice different paragraphs and essays in the classroom and at home. Concerned bodies should play their own roles to enhance the students‟ writing proficiency. These bodies can be the primary and secondary school English language teachers and subject area teachers.