EFL writing instruction in an Egyptian university classroom: An emic view

Abstract

In Egypt, little research is done to explore how EFL writing is taught from the participants’ emic views. Based on empirical research, this chapter explores the focuses of EFL writing instruction at university and highlights how writing teachers and their students perceive current teaching practices. Drawing on a social constructionist theoretical framework, a systematic review of the literature, in-depth semi-structured interview, and semi-structured observation, the study sheds light on how EFL writing is taught within an Egyptian essay writing classroom in a pioneering faculty of education. The findings of the study reveal four main focuses: mechanics (grammar and punctuation); content (topics of writing, idioms, and model paragraphs); and structure (essay structure, essay types and coherence). Teachers and students voiced their concerns about the different teaching practices used and observed in class in terms of planning, teaching, feedback and assessment. Implications and suggestions are provided.