Attitudes of Upper Primary and Secondary Students Towards Writing and Its Relationship to Their Practice of Written Topics From Their Teachers’ Viewpoint in Jordan

The study aimed to explore the attitudes of upper primary and secondary school students toward writing and how these attitudes relate to their engagement with written assignments, as perceived by their teachers in Jordan. Utilizing a descriptive and correlational approach, the research sample included 144 randomly chosen Arabic language teachers from Amman's Directorate of Education of the University Brigade. Data was collected through a questionnaire. Findings revealed a statistically significant positive correlation between students' attitudes towards writing and their engagement with written tasks. Students' attitudes were generally average, with variations based on gender (favouring females), school stage (favouring upper primary, secondary, and upper secondary levels), school type (favouring government schools), and years of experience (favouring those with 11-15 years). There were no significant differences in overall writing practices by sex, scientific qualification, or school stage. However, practices varied with years of experience (favouring those with 1-5 years) and did not favour government schools.