Teaching EFL writing in Montenegro: Perceptions and approaches of elementary and high school teachers

<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>

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Open Access Thesis

Discipline thesis:degree_discipline

World Languages

Year dc:date.available

2018

Author dc:creator

• Marnikovic, Silvija

Contributors dc:contributor

• Cynthia Macknish
• Wendy Wang
• Zuzana Tomas

• EFL
• Montenegro
• perceptions
• teaching
• writing
• Teacher Education and Professional Development

Repository record dc:identifier

https://commons.emich.edu/theses/952

OAI identifier oai:identifier

oai:commons.emich.edu:theses-2327