Teachers’ attitudes and techniques towards EFL writing in Egyptian secondary schools
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Author
Darwish, Hosam
Publisher
Universidad de Córdoba, UCOPressDate
2016Subject
Teacher’s techniques, attitudesEFL writing
Egyptian secondary schools
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Show full item recordAbstract
In 2008, the Egyptian Ministry of Education introduced a new national textbook, Hello for Secondary
Schools, which recommends a shift in EFL teachers’ instructional practices. Since then, very little attention
has been paid to teachers’ techniques in EFL writing classes. Hence, this paper aims at investigating
teaching writing practices in secondary schools and exploring the teachers’ attitudes towards EFL writing
skills in addition to exploring the difficulties that teachers encountered in EFL writing lessons.
The paper depends on data triangulation through administering two questionnaires: one to 44 teachers
and the other to 24 students, and conducting semi-structured interviews with 11 teachers. Both teachers
and students are asked to describe teaching practices in EFL writing classes while the open-ended
questions and interviews collected data about the teachers’ difficulties in writing lessons.
The questionnaires indicate that teachers have negative attitudes towards teaching writing, and most
of their practices are still traditional. Five factors have influenced teachers’ practices: backwash of the test,
teachers’ professional development, students’ culture of reading and large classes. The paper
recommends there has to be a necessary change in the students’ examination system, and ongoing
teachers’ professional development should be considered. Finally, a teaching model and implications are
suggested.