Investigating the Practices of Teaching Writing in EFL Class in Hadnet Comprehensive High School in grade 9

Abstract

Learning to write in a second language is a great challenge for students; however, certain factors might minimize these challenges. In general, students in Hadnet, Tigray face difficulty to develop the writing competence in a foreign language because they rely on teachers as a sole source of knowledge. Therefore, the study investigated the English language writing in high school in Ethiopia. It implemented an action research design based on three main phases; namely, exploration, intervention, and reflection stage. The main questions asked include how the teachers view the writing style of students within the setting and how they perceived the English language writing curricula among the students. The data drew several conclusions that provided insight into the Ethiopia higher education concerning English as a foreign language (EFL) classes. The first is the spoon-feeding of Hadnet learners throughout their educational years; therefore, they find it challenging to gain hold of their learning. Second, writing in English is a challenging task for Hadnet students. Third, some of the students memorize writing passages to pass their English course. Fourthly, teaching to write was done by focusing on form, writing mechanics, rather than communicative aspects of writing and genre. This study has contributed towards the understanding of Hadnet learners in school language classrooms analyzing their perceptions and expectations