EFL Teachers’ Perceptions and Practices of Strategy-Based Instruction (SBI) in Teaching Writing Skills
DOI:
https://doi.org/10.82112/ijssb.v2i2.40Keywords:
English as Foreign Language, English as second language, Strategy based instruction, teaching EnglishAbstract
The purpose of this study was to investigate EFL teachers’ perceptions and practices of Strategy-Based Instruction (SBI) in teaching writing skills at public secondary schools in Nekemte Town. A descriptive survey research design was used. The study was conducted with 46 EFL teachers, and the data were collected through questionnaires, interviews, and classroom observations. The questionnaire data were analyzed quantitatively, whereas the interviews and classroom observations data were analyzed qualitatively. The findings revealed that the EFL teachers had positive perceptions (with a mean of 5.9) of different aspects of Strategy-Based Instruction (SBI). Although there were positive perceptions about the principles and importance of SBI in teaching writing skills, it was found that they did not practice (with a mean of 1.2) as they had perceived. Therefore, it is recommended that EFL teachers are expected to use preferred strategies that help students’ language learning
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