Abstract:
The purpose of this study was firstly, to examine the extent of implementation of process approach;
secondly, to explore English language teachers’ attitudes towards teaching writing skills through
process approach and thirdly to identify the major challenges which English language have been
facing during teaching writing as process at Halale preparatory school grade 11 and 12. To achieve
this, the researcher adopted case study design. The major research tool was semi-structured
interview conducted with six English teachers to answer two research questions. The second one
was classroom observation conducted with both grades (1 from grade 11 and 2 from grade 12).
The third one was evaluation of documents (teachers’ annual and daily lesson plans) to support
the data collected through observation. In an attempt to investigate the attitudes of teachers about
teaching writing skills through process approach, the results from both open and close ended
interviews revealed that all the respondents were of the attitude that they like process approach
than the product one, however, the product approach was mostly practiced in grade 11 and in grade
12 both approaches were employed side by side but still the process approach was implemented to
the minimal extent. In investigating the challenges which were responsible not to appropriately
implement the process approach in writing skills classes, the following problems were identified
as dominant constraints: time constraint, students’ weak background in writing, large class size,
lack of in-service training and shortage of reference materials were some among others. In sum,
though the teachers positively perceive teaching writing skills through process approach, its
practice has not yet been given full attention at Halale secondary and preparatory schoo
