EFL TEACHERS’ PERCEPTIONS AND MOTIVATION REGARDING TEACHING WRITING (THE CASE OF HAGERE-SELAM SECONDARY SCHOOLS)

Abstract

This study investigated the perceptions and motivation of EFL teachers regarding teaching writing. Through a survey of 14 teachers and 105 students aimed to gain a deeper understanding of the challenges and motivations associated with teaching writing in an EFL context. The results indicated that EFL teachers generally view writing as an important skill to teach, with many reporting that it is essential for students’ overall language development. However, teachers also reported facing numerous challenges in teaching writing, including time constraints, lack of resources, and difficulty in assessing student progress. In addition to these challenges, the study also found that teachers’ motivation to teach writing varied widely. Some teachers reported feeling highly motivated to teach writing, citing factors such as student engagement and progress as motivating factors. However, other teachers reported feeling less motivated to teach writing, with some expressing frustration with the perceived lack of student interest or ability. Overall, the findings suggested that further support and training for EFL teachers in teaching writing may be beneficial. This could include providing teachers with additional resources and materials, as well as training in effective teaching strategies and assessment techniques. Additionally, the study highlighted the need for ongoing research on this area, in order to be understand the complex factors that influence EFL teachers’ perceptions and motivation regarding teaching writing.