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Abstract

English writing skills remain challenging task for students as they are not equipped enough to cope with the emerging trends in writing. This research analyses the approaches, perspectives and practices of teachers with respective writing skills. It is observed that teachers adopt product approach while teaching English writing skills whereas use of Process approach has not gained their cognizance. The methodology adopted in this research is Quantitative descriptive method and the survey questionnaire is used to collect the data. Purposive sampling technique is employed while the target population is eight secondary Govt schools of Naushahro Feroze. The sample comprises of 104 students and 32 teachers equally selected from the population of eight schools of three Talukas out of five Talukas District Naushahro Feroze. The Data analysis was conducted on Statistical package for social sciences by applying statistical tools of percentages, frequencies, Standard deviation Mean and Pearson’s Correlation. The findings of the study reveals that teachers in Govt. schools at tenth Grade do not adopt process approach of writing skills. When the data was collected and analyzed from teachers it was found that Teachers have knowledge about process approach but they do not practice process approach in the class rooms. This study recommended that process teaching approach may be embedded while developing curriculum and teachers should incorporate the process approach teaching methods while inculcating English writing skills. Doing so, students can enhance their creativity and critical thinking and rote learning will be discouraged.