English abstract
The present study investigated four main aspects related to the process writing approach in EFL writing in Oman: teachers' perceptions of the process writing approach, the instructional strategies they use in teaching writing, the challenges they face when implementing the process writing approach and the suggestion they suggest to overcome these challenges.
To answer the research questions, three instruments were used: a questionnaire, an observation checklist, and a semi-structured interview. The study was conducted with grades (5-10) Cycle Two Basic Education teachers in Batina North Region for the academic year 2015-2016. The sample for the questionnaire consisted of about 20% of Cycle Two (5-10) teachers (133 teachers). The sample of the observation consisted of 20 teachers.
Analysis of EFL teachers' responses and their classroom practices showed:
1. Teachers' insufficient knowledge of the process writing approach.
2. A heavy reliance on a limited number of teaching writing techniques
(brainstorming, group writing) and the absence of well-structured techniques such as outlining, conferencing, and editing,
3. A clear attribution of the difficulties to three main reasons: first, students' limited
linguistic knowledge which does not help them to express their ideas or use language to constructing meaning. Second, teachers themselves lack sufficient training in the process writing approach and its implications and teaching strategies, and third, the insufficient help that the Teacher's Book provides on how to implement the process writing approach through a variety of techniques.
In the light of the findings of this study, some implications for EFL teachers, in-service teachers training, and for curriculum development are given. Also, further research studies are recommended
