Research Proposal

Investigating Perceptions and Implementation of Process Writing among Secondary School EFL Teachers in Morocco Trainer : Dr.M.Boubkri Trainees : Rahhal Ajbilou Sidi Mohammed Oubit

Centre de Formation des Inspecteurs de l'Enseignement Rabat 2012/2013

1. Introduction 1.1 Topic area This study is in the field of English language education in Moroccos secondary schools, focusing on teachers perceptions of Process Writing in addition to ways such perceptions impact their teaching practices. The topic is chosen because it is related to the implementation of the Standards-based education to the teaching of English as foreign language and the Competency-based approach adopted by the Ministry of Education (MOE) in Morocco, whose execution is in process throughout Morocco. Practitioners perceptions of process writing tend to help reflect their teaching practices and enhance their awareness of the importance of reflections in teaching English as a foreign language (EFL). Understanding teachers perceptions of process writing seems to be the first step toward reflection on the implementation of process writing to EFL instruction. In 2007, the Ministry of Education (MOE) released the new English language Guidelines in which secondary school EFL teachers were encouraged to implement process approach to the teaching of writing. Writing is considered a non-linear and generative process whereby writers discover and formulate their ideas as they attempt to construct meaning (MOE, 2007). A new generation of textbooks for senior high school students was introduced in succession throughout Morocco with important focus on using the Process Approach to the teaching of writing skills. The Standards-based approach foregrounds the importance of EFL teachers roles such as mediator, facilitator, partner, consultant, and reflective practitioner in view of the theoretical features of Process Writing.

1.2 The problem Moroccos new Standards-based approach to English teaching contends that teachers need to care more about the teaching process rather than learning results, to help students know how to learn instead of what to learn only, and to help students establish creative learning rather than adaptive learning. The key point of this approach is to move the emphasis to instructional practices which are based on students interests, experiences and cognitive levels, promote students authentic experience, practice, participation, collaboration and communication in the learning process, employ the task-based approach, develop comprehensive language skills, cultivate positive attitudes, improve cross-culture awareness, and form independent learning competency. Developing and improving writing skills for students of English as a Foreign Language (EFL) has been a major concern for teachers in Morocco at all educational levels. Many strategies focus on language form and are implemented with the intention of helping students develop writing. Yet, many students face difficulties with the composition at all competency levels and thus, it is necessary to consider a suitable writing strategy that engages students in writing in EFL within the process approach. Regretfully, Process writing has not yet been sufficiently researched or proven empirically as regards its classroom practices in English language learning contexts in Morocco, and EFL teachers underlying role as knowledgeproviders has remained unchanged. This study thus attempts to fill the gap in the literature on the extent of teachers perception and implementation of Process Writing in Moroccan EFL instruction.

1.3 Significance On account of dissatisfaction with conventional instructional methods, the introduction of Process Writing seems to bring innovative insights into EFL education since teachers experiment with the methodologies of task-based language teaching and abandon ineffective approaches and learners take responsibility for their learning and gain skills in producing quality work (MOE, 2007). The benefits of Process approach to writing are maximized because students are actively engaged in information gathering (Brainstorming), planning, drafting, editing, proof-reading, processing the final product, and reporting over a period of time. Using Process Writing effectively in Moroccan EFL classes can be of great benefits to the learners. It can promote effective language learning in a context where learners have very little exposure to the target language (English). Accordingly, this study is expected to explore EFL teachers perceptions and implementation of Process Writing as well as the potential challenges to be happening in their classroom practices. It also tries to demystify Process Writing practices and discuss some pedagogical implications for English teachers as well as supervisors. 1.4 Research questions This paper is aimed at investigating Moroccos secondary school EFL teachers perceptions of Process Writing and how the perceptions impact their instruction. Two questions to be addressed via this study are proposed as follows: 1. What are secondary school EFL teachers perceptions of Process Writing? 2. What are the reasons for teachers choosing or avoiding Process Writing implementation?

1.5 Research Limitations The factors that may influence the outcomes of this research are the small size of the sample which may not be representative of all Moroccan English teachers, the time limit in successfully completing the research, and the relevance and honesty of all responses in the questionnaire. Therefore, the findings can be genaralized to other population that shares similar characteristics but not to all Moroccan English teachers.

2. Literature Review A survey of foreign language literature about Process Writing and its underlying assumptions will be provided, involving the scope and perspectives. To explore the topic, we examine the characteristics of Process Writing through defining the concepts, outline the features that maximize the potential benefits of Process Writing, discuss the roles of the teacher and the students in this approach, present a simplified procedure to carry out Process Writing activities and consider the potential problems in adopting this approach. 3. Methodology 3.1 Participants The target population of the study composed of all Moroccos secondary school EFL teachers to which the researcher prefers to generalize is rarely achievable. So this study will be conducted in some regions in Morocco for the accessible population. Justification for choosing participants is that they are from schools with different backgrounds, which could generate rich data on teachers perceptions and implementation of Process Writing in various settings. Hopefully, a total of 60 senior high school teachers from 30 public high schools in at least four regions fulfill

the survey. The majority of the participants have two or more years experience of teaching EFL. There will be a balance between male and female teachers as well as between urban and rural areas. The teachers age ranges from their 20 are to 50s. 3.2 Instrument 3.2.1 Primary data To obtain data to address the predetermined questions, a survey questionnaire will be used to investigate EFL teachers perceptions of Process writing in terms of the sense of task and Process writing concepts, views on Process writing implementation, and reasons for teachers choosing or avoiding Process writing. The questionnaire will contain Likert-type items and open -ended ones. It consists of four sections. The first section contains items to collect information about the teachers gender, age, working environment and teaching experience. The second section asks questions to gain insights on how familiar they are with Process writing instruction and its principles. The third section is related to the teachers views on classroom practice of Process writing. The fourth section deals with suggestions related to the understanding and implementation of Process writing. In sections 3 and 4, teachers have to answer each question according to a scale from strongly disagree to strongly agree. Finally they have to explain why they approve or disapprove of the use of Process writing with a few justifiable sentences. Before administering the questionnaire, it will be trialed with some teachers and inspector trainees. 3.2.2 Secondary data

A content analysis of the process writing activities included in second year Baccalaureate textbook Gateway 2 is carried out to see their relevance and appropriateness to the Process Approach to the teaching of writing. 3.3 Data Collection Procedure The researcher will visit some English teachers in some schools and explain the pedagogical goal of the survey, and asks them to fill out the questionnaires. The researcher will also send the questionnaire via email to teachers in remote areas. The teachers will be assigned enough time for returning the questionnaire, between 3 to 7 days. So the questionnaires will be collected. Then the collected data will be tabulated to be analyzed. 3.4 Data Analysis Once the answered questionnaires are retrieved, they will be assigned ID numbers in order that any problem related to the database might be checked against the original. All the survey data will be coded and categorized into a computerized database. The data analysis process consists of two phases: 1. The Likert-type items of the questionnaires, which are constructed to check teachers awareness of Process Writing principles and their views on its implementation, are given a numerical score (e.g., strongly disagree =1, disagree =2, neutral=3, agree=4, and strongly agree=5). 2. In the open-ended items, the participants are asked to choose their own reasons for being in favor of or against implementing Process Writing. So, the selected items are given the numerical score of 1 and the unselected ones were given 0.

SPSS (Statistical Package for Social Sciences) or Excel will be used to analyze the data. Measures of frequency (descriptive statistics) will be used. In other words, a percentage analysis of teachers responses to each of the questionnaire items will be done in order to indicate how well they understand each of the concepts of Process writing, what kind of views they hold when it comes to the Process writing implementation in English language classrooms, and for what main reasons teachers choose or avoid implementing Process writing. 4. Findings The findings of the study are reported in order of the two questions on the basis of the survey data: 4.1 Addressing the First Research Question: What are secondary school EFL teachers perceptions of Process writing? 4.2 Addressing the Second Research Question: What are the reasons for teachers choosing or avoiding Process writing implementation? 5. Discussion The findings will be discussed and interpreted for both research questions 5.1 Discussion of the Findings for RQ1: What Are Secondary School EFL Teachers Perceptions of Process writing?: On the basis of the data analysis of items included in the questionnaire and what they reveal and indicate. 5.2 Discussion of the Findings for RQ2: What Are the Reasons for EFL Teachers Choosing or Avoiding Process writing Implementation?: On the basis of the data analysis of items included in the questionnaire and what they reveal and indicate.

6. Conclusion The researchers draw conclusions on the basis of the findings of their study and show their relevance to Process writing and to English teaching. The findings also may have theoretical and practical considerations for syllabus designers and material developers. 7. Implications Concerning the results of the study, some notifying suggestions are given to teachers and teacher trainers and supervisors. First, because teachers attitudes toward instructional approaches highly influence classroom practice, it is necessary for the teachers to have a positive attitude toward Process writing so that it can be successfully used. Second, because some teachers know little about applying Process writing methods or techniques, they should be given the chance to educate themselves in fields relating to the planning, the implementation, and evaluation of Process writing. 8. References A list of references and cited works is provided 9. Appendix Appendix: Questionnaire