| Writing is a productive skill which should be acquired due to the fact that it has been practically required in every facet of life. In the EFL context, mastering the productive skill is challenging because of its complexities, and hence EFL teachers play important roles in assisting EFL learners to acquire the capabilities using various strategies. As teachers’ practices in the classroom are influenced by their beliefs, it is worth exploring to encourage EFL teachers to reflect upon their existing beliefs and assist them in becoming receptive to alternative views and be prepared to transform their knowledge to develop their teaching quality. Therefore, this study explores EFL teachers’ beliefs and practices in teaching writing, including the written feedback-given strategies employed by EFL teachers as their input for the EFL learners’ writing skill enhancement. The following research questions are posed to guide the investigation: 1) What are Indonesian EFL teachers’ beliefs about how writing should be taught in the L2 context? 2) How do Indonesian EFL teachers teach writing in class? 2.1) What are the teachers’ focus in teaching writing? 2.2) How do the teachers provide feedback to the students? The participants of this study constitute five English teachers from four private schools which are located in Bekasi and West Jakarta. The data collection utilized in this case study were observation, semi-structured interviews, and document analysis. The data from the observation and interview were analyzed inductively to explore the teachers’ beliefs in teaching writing skills. Thematic analysis is used to investigate written feedback strategies within the collected document. The results reveal that there are eleven beliefs about teaching writing explicated by the five teachers. Cognitive and affective domains were two focuses the teachers implemented in their teaching practices. In the cognitive domain, there are three focuses exhibited in the teaching practices, namely genre-based, process-based writing, and text function. Amidst implementing the three orientations, more attention has been raised to the linguistic and rhetoric forms rather than the function or fluency. In the affecting scope, teaching writing is situated as a platform of developing personal characters and building social intelligence. Within the correlation of the two observed variables, most of the beliefs were found to be consistent with the execution, yet a minor mismatch was also found between a belief in its implementation in the teaching and learning process. In the feedback- given strategy, the teachers applied two types of strategies, including teacher written corrective feedback (WCF) and teacher comments. The WCF strategies employed were direct non-metalinguistic written correction, direct metalinguistic written correction, indirect written correction (not located), indirect written correction (located), indirect metalinguistic written correction, and reformulation. Besides that, three dimensions of teachers’ comments are also found in this study, which encompass general comments, mitigation comments, and personal comments. |