The impact of teachers' belief on EFL writing instruction

Abstract

This study examines Iranian EFL teachers' beliefs about writing instruction. A sample of 122 EFL teachers teaching at private language institutes were randomly selected, consisting of EFL teachers with different degrees of educational qualification, years of experience, and genders. Questionnaires were submitted to the participants and then analyzed to determine whether the participants hold a form-based, a process-based, or a social-based view of writing. The responses were then compared in terms of their level of education, experience, and gender. Results suggest that most of the teachers were eclectic in their orientations, but the form-based view was the dominant one. Also Chi-square analyses indicate that teachers' orientations to teaching writing were not affected by the level of education or year of experience or gender. © 2012 ACADEMY PUBLISHER Manufactured in Finland.