Abstract

The purpose of this study is to explore the practices of process writing approach in grade eleven students at Jimma Preparatory School and Jimma University Community Preparatory school in Oromia Regional State. To accomplish this purpose, the study employed a descriptive study method, which was supplemented by both quantitative and qualitative research to enrich the data. The study was carried out in two school selected through purposive sampling aimed to make the sample by including the teachers and grade Eleven learners in the region. Then, all Grade Eleven EFL teachers and 170 learners were selected from the two schools using simple random sampling techniques particularly lottery method. Questionnaire, interview, classroom observation and content analysis were data collection tools used for this study. The frequency, percentage, and means were used in the analysis of quantitative data while qualitative data were described in narrative way. Based on the data, the result of the finding showed that students were not familiar enough with the skills of writing. Further, it was shown that the teachers have high theoretical orientation of teaching process-writing strategies, but they lacked skills in teaching students how to write. Therefore, having done the necessary analysis on the study’s findings, recommendations were drawn on the key stakeholders in practices of process writing approach.

Key words: Process approach, EFL writing classrooms, practice.