Teachers’ implementation of writing as a process in English classrooms: the case of Ghimbi Preparatory School

Abstract

This descriptive study investigated teachers’  implementation of writing as a process in English classrooms of Ghimbi Preparatory School. To this effect, two basic research questions were raised. To deal with these research questions, observation, questionnaire and interview were used. One hundred and twenty students and 3 teachers participated as respondents. The students responded to the questionnaire and the teachers responded to the interview. Three classrooms were observed while the teachers were teaching writing skills. The responses to the questionnaire were presented in tables and described quantitatively in frequency and percentages. Teachers’ responses to the interview and the data from the classroom observation were qualitatively described. The result showed that the targeted teachers neither encourage students to be engaged in the writing activities nor do they teach writing skills using the process approach. Time constraint and students’ lack of interest were the major problems the teachers had in the implementation of the process writing. Based on the findings, it was recommended that the teaching of writing as the students process has to be implemented in English classrooms of the targeted grade level to enable them be effective composers.

Keywords: Writing as a product, Writing as a process, Teaching writing skills