An Investigation of Secondary English Teachers' Perceptions of Writing Instruction
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Second language writing research has been grown as a distinct field of inquiry. Foreign language writing research, however, has featured less prominent in theoretical or pedagogical discussion. The purpose of the study was to investigate secondary English teachers' views on writing instruction and practices of teaching writing in EFL contexts. In this study, secondary school teachers of English who attended teachers' training programs as part of the required in-service training participated. They were asked to write a short reflection on previous writing experience and also to answer the questionnaire. Several obstacles in teaching writing in an English classroom were identified such as teachers' low interests in writing, no urgent needs of teaching writing in curricular, relatively low confidence of teaching English writing, and limited teacher training programs on writing instruction. Most teachers perceived a writing skill as an essential and indispensible language skill in an English class but reported that more resources on writing instruction need to be available to English teachers. We need to assist teachers to acquire the relevant professional expertise required for writing instruction and also should develop pre- and in-service training programs focused on writing instruction.
Abstract
Second language writing research has been grown as a distinct field of inquiry. Foreign language writing research, however, has featured less prominent in theoretical or pedagogical discussion. The purpose of the study was to investigate secondary English teachers' views on writing instruction and practices of teaching writing in EFL contexts. In this study, secondary school teachers of English who attended teachers' training programs as part of the required in-service training participated. They were asked to write a short reflection on previous writing experience and also to answer the questionnaire. Several obstacles in teaching writing in an English classroom were identified such as teachers' low interests in writing, no urgent needs of teaching writing in curricular, relatively low confidence of teaching English writing, and limited teacher training programs on writing instruction. Most teachers perceived a writing skill as an essential and indispensible language skill in an English class but reported that more resources on writing instruction need to be available to English teachers. We need to assist teachers to acquire the relevant professional expertise required for writing instruction and also should develop pre- and in-service training programs focused on writing instruction.
참고문헌 (37)
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