International Journal of
English and Literature

  • Abbreviation: Int. J. English Lit.
  • Language: English
  • ISSN: 2141-2626
  • DOI: 10.5897/IJEL
  • Start Year: 2010
  • Published Articles: 261

Full Length Research Paper

Exploring EFL teachers’ pedagogical content knowledge, beliefs and practices on writing skills: The case of Wollo University

Birhan Adimasie Yelay
  • Birhan Adimasie Yelay
  • TEFL/TESOL/ELT at Wollo University, Ethiopia.
  • Google Scholar


  •  Received: 26 August 2020
  •  Accepted: 20 October 2020
  •  Published: 30 November 2020

Abstract

The main objective of this study is to explore EFL teachers’ pedagogical content knowledge, believes and practices in writing skills. The qualitative approach was employed. The participants of the study were three English language teachers who were teaching basic writing skills. Two data collecting instruments were used to carry out this study. Namely, classroom observation and semi- structured interview. Classroom observation was performed in three of the classes using video recordings and observation checklist, and to validate, semi-structured interview was employed with three of the instructors who were observed. As the results showed, EFL writing instructors’ pedagogical content knowledge is almost inconsistent with the classroom practices. Based on the findings, it was suggested that English language teachers should focus on practice, and should teach their students practically. Students should improve their interest and performance.

 

Key words: Teaching pedagogy, believes, practices.