Investigating EFL Teachers’ Familiarity with Effective Writing Approaches in Jordan

Abstract

The present study aimed to investigate EFL teachers’ familiarity with Effective Writing Approaches. The sample consisted of 100 EFL teachers in Jordan. An instrument was used to collect data: a questionnaire used to identify EFL teachers’ familiarity with Effective Writing Approaches. Research findings revealed that EFL teachers’ familiarity with the instructional strategies was middle, That is, teachers used eclectic ways of teaching writing; but they often use the product approach, as it does not need much preparation and time and teachers are not often prepared to apply the process approach. Based on the findings, it is recommended that in-service training programs focusing on how and when to use effective writing approaches should be provided.