What question did this study set out to answer?

The research aims to explore EFL teachers’ perceptions and actual practices of Strategy-Based Instruction in writing skills.

April 28, 2026Open Access

EFL Teachers’ Perceptions and Practices of Strategy-Based Instruction (SBI) in Teaching Writing Skills

Key Points

The research aims to explore EFL teachers’ perceptions and actual practices of Strategy-Based Instruction in writing skills.
Descriptive survey research design used.
Sample consisted of 46 EFL teachers from public secondary schools in Nekemte Town.
Data collected through questionnaires, interviews, and classroom observations, with quantitative and qualitative analysis.
EFL teachers had positive perceptions of Strategy-Based Instruction (mean=5.9).
Despite positive perceptions, actual practice was low (mean=1.2).
Recommendations suggest using strategies to better support students' language learning.

Abstract

The purpose of this study was to investigate EFL teachers’ perceptions and practices of Strategy-Based Instruction (SBI) in teaching writing skills at public secondary schools in Nekemte Town. A descriptive survey research design was used. The study was conducted with 46 EFL teachers, and the data were collected through questionnaires, interviews, and classroom observations. The questionnaire data were analyzed quantitatively, whereas the interviews and classroom observations data were analyzed qualitatively. The findings revealed that the EFL teachers had positive perceptions (with a mean of 5.9) of different aspects of Strategy-Based Instruction (SBI). Although there were positive perceptions about the principles and importance of SBI in teaching writing skills, it was found that they did not practice (with a mean of 1.2) as they had perceived. Therefore, it is recommended that EFL teachers are expected to use preferred strategies that help students’ language learning

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