CHALLENGES OF TEACHING WRITING SKILLS IN EFL CLASS ROOMS: THE CASE OF TWO PREPARATORY SCHOOLS IN WOLAITA ZONE

Abstract

This study is an assessment of challenges of teaching writing skills in EFL classrooms. It was conducted to assess the challenges that teachers face during teaching writing skills in EFL classrooms. It also aimed to identify the most serious challenges faced by teachers during teaching writing skills. The study was carried out in Sodo and Areka preparatory schools. All 28 English teachers who teach in preparatory level were included. In order to obtain relevant and sufficient information, the researcher used questionnaire and interview as instruments. Among the teachers, five teachers were used randomly for interview process. All the instruments were piloted before the actual data collection process on non-sample subjects. The data collected were analyzed quantitatively and qualitatively. The findings of the study revealed that teachers face a lot of challenges during teaching writing skills. These challenges are teacher related challenges, student related challenges, textbook related challenges, class room related challenges, L1 related challenges, and instructional material related challenges. In addition, parents related challenges, and lengthy or difficult nature of the writing skill itself are briefly the challenges faced by teachers. The most serious challenges such as students’ poor writing skill background, insufficient knowledge of vocabulary, grammar and mechanics are faced by teachers. Similarly, large class size, influence of L1, lack of supportive instructional materials, lack of adequate time to practice writing skill, and lack of motivation and encouragement are the other most serious challenges faced by teachers during teaching writing skills. Based on the results and discussions of the study, important conclusions were drawn and some useful recommendations were forwarded.