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.
