Exploring Effective Approaches in Teaching Writing in EFL Classes: A Qualitative Descriptive Study
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The qualitative descriptive study explores effective approaches in teaching writing in English as a Foreign Language (EFL) settings by analyzing ten peer-reviewed international journal articles publlised over the past five years. The findings reveal that writing instruction is most effective when it incorporates metacognitive strategies, collaborative learning, genre awareness, feedback mechanisms, and student-centered assessment models. Approaches such as the process-genre method, integrated skill instruction, the Scientific Approach, and the use of technology-enhanced feedback like online peer review and AI tools are emphasized as significant contributors to writing improvement These methods not only enhance linguistic accuracy and structural coherence but also foster student autonomy, motivation, and critical thinking. Furthermore, the study high point the value of emotional and cultural responsiveness in writing pedagogy, particularly in primary and higher education contexts. By synthesizing diverse instructional models, this study offers practical insights for educators, curriculum developers, and teacher trainees aiming to improve writing instruction in EFL classrooms.
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