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Teachers ’ Cognition on Process genre approach and Practice of Teaching Writing Skills in EFL Context
| Content Provider | Semantic Scholar |
|---|---|
| Author | Tesfie, Amare |
| Copyright Year | 2017 |
| Abstract | The purpose of this research was to explore teachers’ cognition on process genre approach and practice of teaching writing skills, and it also aimed to assess the challenges of teaching writing skills in EFL context. The study was designed by descriptive research design. The participants were Bahir Dar Institute of Technology and Agriculture and environmental sciences, Bahir Dar University English Language and Literature instructors. The samples were taken by availability sampling technique, and the data were gathered by observation, interview and questionnaire instruments. The findings showed that English language instructors had good cognition on process genre approach; the teachers believed that the blended (process genre) approach could help students to improve their writing skills. In addition, the teachers had good pedagogical and content knowledge to deliver the course content successfully. However, their practices contradicted with their cognition; the class activities were dominated by teacher’s lecture and explanations, and they did not use various feedback strategies. Furthermore, students did not mostly participate in the classroom, Moreover, the data revealed that lack of students’ motivation, students’ language competency, students’ exposure and large class sizes were the mentioned challenges in teaching writing skills in EFL context. Generally, it was understood that in Bahir Dar Institute of Technology and College of Agriculture and Environmental sciences teachers used product oriented approach, and they focused on student’s end results. The researcher recommended that the teachers should use different current approaches like process, genre and process genre approach to improve students writing skills, and in service training should be given to teachers to make them aware of how to implement different approaches with a large class size. Key terms: teaching writing, Cognition, Process genre approach, EFL (English as a Foreign Language) English for Specific Purposes World, ISSN 1682-3257, www.esp-world.info, Issue No.54, v.19, 2017 Teachers’ Cognition on Process genre approach and Practice of Teaching Writing Skills in EFL Context Amare Tesfie 2 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.esp-world.info/Articles_54/Cognition.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
