Teaching Writing at Tertiary Level: EFL/ESL Teachers’ Perceptions and Practices

Abstract

This article from the practitioner’s perspective presents the findings of a mixed method research that is designed to form an idea about teaching writing in the EFL/ESL context at the tertiary level in Bangladesh. Data were collected from the tertiary level EFL/ESL teachers’ practices and perceptions about L2 writing. The findings show that the classroom practices of teachers reflect their perceptions about teaching writing. There is lack of awareness among them about the current approach to writing, and consequently, their pedagogy is conventional. There is corroborating evidence that EFL/ESL teachers’ unfamiliarity with the process approach in teaching writing has made them teach writing in the traditional manner following the product approach. Suggestions are made to make teachers familiar with the process approach of teaching writing. It is also recommended that participation in different training programmes, seminars, and workshops can enrich the writing and assist teachers to incorporate innovative techniques in their pedagogy. The findings of this study have significant implications for the policy makers, teachers and other relevant stakeholders in Bangladesh setting.