TEACHING WRITING: THE INFLUENCE OF CONTEXTUAL FACTORS ON TEACHERS' BELIEFS AND CLASSROOM PRACTICES

Abstract

The primary aim of this study was to investigate the teaching of writing, specifically examining the influence of contextual factors on teachers' beliefs and classroom practices in the Khairpur Mir's district of Sindh, Pakistan. Utilizing a qualitative research approach, data was collected through a triangulated study design involving close-ended questions, observations, and interviews. The study focused on EFL/ESL Teachers in secondary schools. Employing a survey method, the researcher administered Stage I close-ended questions, utilizing response options (agree, neutral, disagree). Stage II involved observations, and Stage III consisted of interviews with 11 participants. Data were collected from a total of 176 participants across sixteen institutions. The data underwent analysis in Excel using tables, observations were audio-taped and detailed, and demographic information from interviews was presented in a graph. The findings of the study suggest that the influence of contextual factors and teachers' beliefs is attributed to a teacher-centered approach, inexperienced teachers, and a misalignment between the class environment and teachers' beliefs. These factors significantly impact writing instruction. Furthermore, the study provides practical and dynamic recommendations to address the influence of contextual factors on teaching writing, teachers' beliefs, and classroom challenges affecting EFL/ESL teachers' writing. These recommendations aim to offer valuable insights for decision-makers in academia, individuals, teachers, and other stakeholders involved in the EFL/ESL learning environment.