EFL WRITING INSTRUCTION: INVESTIGATING BELIEF-PRACTICE GAPS IN KARAWANG JUNIOR HIGH SCHOOL

Abstract

Writing instruction is considered one of the most challenging aspects in EFL learning, as it requires a complex process. Because of this complexity, teachers’ beliefs are central to determining how writing is taught, guiding choices of strategies, classroom activities, and feedback. Yet, research consistently shows that these beliefs are not always fully enacted in practice, resulting in mismatches shaped by contextual realities. This study investigated mismatches between EFL teachers’ beliefs about writing instruction and their actual practices. Conducted as a qualitative descriptive case study, the research involved two English teachers at a junior high school in Karawang. Data were gathered through semi-structured interviews and classroom observations and analyzed thematically. The findings revealed that teachers believed effective writing instruction should involve pre-writing activities, the use of models, process-based writing, skill integration, collaboration, prioritizing content and vocabulary, and motivational feedback. However, classroom observations showed these beliefs were not consistently implemented. Several mismatches were identified, particularly in pre-writing activities, models, revision stages, collaborative writing, and feedback practices. These were influenced by contextual constraints such as limited instructional time, classroom management demands, and exam-oriented teaching practices. These findings highlight the gap between teachers’ pedagogical beliefs and classroom practices and the need for instructional support.