BELIEFS and PRACTICES of TEACHING WRITING by TEACHERS of ENGLISH as a FOREIGN LANGUAGE: The CASE of CONTEXT IMPACT

Learning writing has a vital role in learning a foreign language. As a result, the way teaching writing is approached is also of great value. Moreover, the role of context in teaching writing is of significance when it comes to public and private teachers. Thus, the present was carried out to investigate the differences between second language (L2) writing teaching self-perceived beliefs and self-perceived practices of public and private English as a Foreign Language (EFL) teachers. Firstly, a questionnaire about EFL teachers’ beliefs and practices of teaching writing and type of university was launched on Google using Google Form. Secondly, a group of university teachers were sent the link of the questionnaire to fill it out. The results indicated that there was no significant difference between the total scores of beliefs and practices of teachers in terms of L2 writing teaching. However, there were significant differences between the majority of item scores of self-perceived beliefs and self-perceived practices. The results also revealed that public and private teachers did not differ significantly in terms of their self-perceived practices (SPP) and self-perceived beliefs (SPB) total and item scores. The important implications of the findings for EFL teachers’ beliefs and practices research and writing pedagogy are discussed.