Teachers’ beliefs towards the teaching of EFL writing

Abstract

This thesis aims to identify teachers' beliefs towards the teaching of EFL writing at a public university in the Caribbean region of Colombia. In order to identify teachers' beliefs about writing, a beliefs inventory was designed bearing in mind theoretical considerations proposed by Hyland (2004), Harmer (2003,2007), and Martin & Rose (2007). The methodology involves class observations, a semi- structured interview and a survey. The analysis performed on these data sources illuminated teachers’ beliefs concerning students’ lack of ability to carry out writing tasks and the nature of writing as applying previously learned grammar and vocabulary. Conflicts were observed in connection with beliefs about the writing instruction that are not reflected in teaching practice. The thesis report closes by suggesting possible pedagogical implications and recommendations.