This project examines perceptions and practices of English as a Foreign Language (EFL) K-12 teachers in Montenegro regarding their teaching of writing. To collect data the researcher utilized a researcher-created online questionnaire. Participants’ responses were analyzed and compared in order to examine their perceptions of importance of EFL writing instruction for their students, the extent and quality of professional training on teaching EFL writing they receive, the approaches to teaching EFL writing they practice, and perception of their competence in teaching EFL writing. Findings showed that the 27 participants would feel more confident teaching EFL writing if they had more training, time and practice using different approaches. It is hoped that the findings of this study will inspire future research, inform EFL teacher education authorities in Montenegro of the needs of K-12 EFL teachers and encourage taking actions directed to the advancement of the EFL writing instruction.
","abstract_html":"<p>This project examines perceptions and practices of English as a Foreign Language (EFL) K-12 teachers in Montenegro regarding their teaching of writing. To collect data the researcher utilized a researcher-created online questionnaire. Participants’ responses were analyzed and compared in order to examine their perceptions of importance of EFL writing instruction for their students, the extent and quality of professional training on teaching EFL writing they receive, the approaches to teaching EFL writing they practice, and perception of their competence in teaching EFL writing. Findings showed that the 27 participants would feel more confident teaching EFL writing if they had more training, time and practice using different approaches. It is hoped that the findings of this study will inspire future research, inform EFL teacher education authorities in Montenegro of the needs of K-12 EFL teachers and encourage taking actions directed to the advancement of the EFL writing instruction.</p>","abstract_has_math":false,"creators":["Marnikovic, Silvija"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Open Access Thesis","degree_discipline":"World Languages","degree_department":null,"school":null,"contributors":["Cynthia Macknish","Wendy Wang","Zuzana Tomas"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-01-01T08:00:00Z","date_published":"2018-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:33Z","subjects":["EFL","Montenegro","perceptions","teaching","writing","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/952","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cynthia Macknish","Wendy Wang","Zuzana Tomas"]},{"key":"dc:creator","label":"Author","values":["Marnikovic, Silvija"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-02-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["World Languages"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["EFL","Montenegro","perceptions","teaching","writing","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/952"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This project examines perceptions and practices of English as a Foreign Language (EFL) K-12 teachers in Montenegro regarding their teaching of writing. To collect data the researcher utilized a researcher-created online questionnaire. Participants’ responses were analyzed and compared in order to examine their perceptions of importance of EFL writing instruction for their students, the extent and quality of professional training on teaching EFL writing they receive, the approaches to teaching EFL writing they practice, and perception of their competence in teaching EFL writing. Findings showed that the 27 participants would feel more confident teaching EFL writing if they had more training, time and practice using different approaches. It is hoped that the findings of this study will inspire future research, inform EFL teacher education authorities in Montenegro of the needs of K-12 EFL teachers and encourage taking actions directed to the advancement of the EFL writing instruction.
"]},{"key":"dc:title","label":"Title","values":["Teaching EFL writing in Montenegro: Perceptions and approaches of elementary and high school teachers"]}]}],"canonical_facts":{"dc:contributor":["Cynthia Macknish","Wendy Wang","Zuzana Tomas"],"dc:creator":["Marnikovic, Silvija"],"dc:date.available":["2019-02-01T08:00:00Z"],"dc:description.abstract":["This project examines perceptions and practices of English as a Foreign Language (EFL) K-12 teachers in Montenegro regarding their teaching of writing. To collect data the researcher utilized a researcher-created online questionnaire. Participants’ responses were analyzed and compared in order to examine their perceptions of importance of EFL writing instruction for their students, the extent and quality of professional training on teaching EFL writing they receive, the approaches to teaching EFL writing they practice, and perception of their competence in teaching EFL writing. Findings showed that the 27 participants would feel more confident teaching EFL writing if they had more training, time and practice using different approaches. It is hoped that the findings of this study will inspire future research, inform EFL teacher education authorities in Montenegro of the needs of K-12 EFL teachers and encourage taking actions directed to the advancement of the EFL writing instruction.
"],"dc:identifier":["https://commons.emich.edu/theses/952"],"dc:subject":["EFL","Montenegro","perceptions","teaching","writing","Teacher Education and Professional Development"],"dc:title":["Teaching EFL writing in Montenegro: Perceptions and approaches of elementary and high school teachers"],"thesis:degree_discipline":["World Languages"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T02:17:33Z"}