Abstract:
The study intended to develop and apply English language teaching methodologies to writing skill of grade-three female students at Al Madinah Al Monawarah, secondary level. In the study, the researcher has adopted the descriptive method. The study used three research tools: Two questionnaires, one for the teachers (20 teachers) and the other was for the students (65 students), These intentional samples were taken from five governmental schools. The third tool was an interview for experts. The data which was obtained from the two questionnaires was analyzed by the Statistical Package for the Social Sciences (SPSS). The study has found the following:
1. Teachers did not follow the correct strategies for writing, correction and feedback in ELT writing classes
2. Students were demotivated by teachers’ inaccurate instruction and thus they followed wrong practices in writing classes.
3. Teachers are affected by many factors that negatively affect their performance in ELT classrooms.
The researcher recommended the following for the teachers and syllabi to promote this skill:
1. Maximizing prewriting activity time and minimizing corrections time.
2. Incorporating the ‘process approach’ into secondary syllabus.
3. Giving more writing tasks on daily basis depending on (process) rather than (product) approach.
