An Exploration into the Practices of the EFL Teachers of Humbo Tebela Secondary and Preparatory School Teach Writing Through Content Based Instruction

Abstract

The main purpose of this study was an exploration into the perception of Humbo Tebela Secondary and Preparatory School EFL teachers in teaching writing through Content-Based Instruction. Descriptive survey research design was employed for the current study. The researcher selected all the fourteen EFL teachers without sampling because of their limited number. On the other hand, 360 students selected by using simple random sampling technique by lottery method. The data gathering instruments used for study were: interview, questionnaire and classroom observation. The interview data were taped and transcribed into textual form. The classroom observation data were noted to analyze data. The close-ended questions of the questionnaire were treated in number and percentage using SPSS. Qualitative analysis was carried out to analyze the data gathered via open-ended items of the questionnaire. Finally, the results of statistical analysis were described verbatim. From the analysis of data, different findings were obtained. The study portrayed EFL teachers of Humbo Tebela Secondary and Preparatory School teachers’ practice on teaching writing through content-based instruction seemed below the standard that means majority of EFL teachers do not use content-based instruction when teaching writing.  Most of the time they were rushing to cover the portion rather than focusing on content knowledge of students; some of EFL teachers and students have misconception about content-based instruction. Therefore, positive perception is not only mandatory for its implementation and EFL teachers of the school properly implement writing skills using CBI so it needs continuous awareness creation activity is paramount.

Keywords: Practice, Writing Skills and Content-Based Instruction

DOI: 10.7176/JLLL/72-03

Publication date:October 31^st 2020