Abstract:

There are several ways to approach writing in the classroom and there is no best way to teach writing skills. Many learners cannot produce language although writing is a productive and active skill. Being reluctant, unconfident and unmotivated, they do not want to write in a foreign language. There are a number of traditional and current approaches to student writing. Writing-for-learning includes some form-focused and imitation-based approaches like guided, controlled and product-driven. However, writing-for-writing is directed at developing the students’ writing skills as writers. This article aims to examine how teachers approach the teaching of writing at tertiary level and also determine teachers’ preferences for which approach they use in the classroom and what type of writing teacher they are. A questionnaire in which seventy-one instructors teaching English at a variety of universities participated was conducted. This questionnaire including their preferences for teaching practices was analysed in SPSS. In the lights of the findings discovered, many teachers choose to integrate writing with other language skills. Skill integration is an increasingly popular approach to teaching writing. However, they have a negative attitude towards traditional approaches like teaching writing in isolation. There is a growing interest in the number of teachers who are in favour of writing as a creative, cooperative and integrated skill. Teachers can teach English best as an integrated mode, so content-based and task-based teaching methods are proposed as communication involves the integration of all language skills.

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