Writing Instruction in Large Secondary School EFL Classes:

A Qualitative Pilot Study

Abstract

English language teachers in countries around the world teach large
classes of 35 or more students. While many English language teaching
methods since the 18th century have emphasized speaking skills, with
globalization has come an increased need for L2 learners in English as
a foreign language (EFL) contexts to develop writing skills. However,
to date, little research has focused on understanding how writing
instruction is carried out in large secondary school EFL classes. The
purpose of this qualitative exploratory study was to provide an overview
of writing instruction in large secondary school EFL classes. Data was
collected through semi-structured interviews with 10 participants
with experience as secondary school English language instructors in
EFL contexts across continents. Data was analyzed through thematic
analysis. Major findings revealed that writing instruction in large
EFL secondary school classes is largely dominated by national exams.
Additionally, participants indicated a lack of training for teaching
writing. However, there was some indication that participants would
welcome training. While study participants believed that writing is an
important skill, 60 percent were not confident that their secondary
school curriculums adequately prepares students for writing beyond
secondary school. Implications suggest there is a need to better
understand the phenomenon of writing instruction in large secondary
school classes through further research. Implications further suggest
a need for more training in writing instruction for secondary school
teachers working in large EFL contexts.