Reflection On Teachers Attitudes Towards Writing Instruction

This section will present and discuss the results of the first parts of the questionnaire and the interview which focus on teachers’ attitudes including beliefs, feelings and confidence about writing instruction in general and about writing instruction approaches in details.

With the aim of examining teachers’ attitudes towards writing instruction approaches as well as their practices of writing instruction approaches, a 5-point scale Likert of 56 items (as mentioned in Sect. 3.5.2 of Chapter 3) was designed, piloted and then employed to collect the data. It includes teachers’ attitudes towards writing instruction in general (6 items), towards writing approaches they use in their teaching (11 items), their practices of writing approaches (35

This helps me provide my students with vocabulary as well as the structures related to the topic. (Teacher 12)

It can be drawn out from the results of the interview about participants’ feelings and confidence about writing instruction that there were only five participants who both liked and felt confident about writing instruction. Meanwhile, other five interviewees’ responses indicated that they neither liked nor felt confident about writing instruction. The rest five participants stated that they liked teaching the skill; however, they did not feel confident about teaching writing.

It is seen that there is a mismatch between the results of the questionnaire and the interview on participants’ confidence about writing instruction. Some of the participants have different attitudes towards writing instruction in their questionnaire answers and their interview answers, which were given at different points of time. This can be explained by the points of view that people can also concurrently have a positive and a negative attitude towards an object (Gilakjani & Leong, 2012) and that all attitudes take a stance but they can change (Oskamps and Schultz,