STRATEGIES FOR TEACHING WRITING SKILLS TO ENGLISH LANGUAGE LEARNERS

Abstract

Teaching writing to English language learners (ELLs) requires more than assigning topics and correcting errors. Writing is a socially situated, cognitively demanding activity in which learners must generate ideas, organize meaning for a reader, and select linguistic resources that fit a purpose and genre. This thesis synthesizes research-based approaches to ELL writing instruction and proposes an integrated classroom framework that combines genre awareness, process-oriented composing, strategic self-regulation, and feedback cycles. A structured narrative review of major scholarship and classroom studies indicates that learners improve most when instruction is explicit, scaffolded, and sustained across drafting and revision, rather than limited to product evaluation. Findings highlight the value of mentor texts and genre pedagogy, guided planning and revision routines, strategy instruction (including self-regulated strategy development), and feedback designs that promote uptake through peer review training and focused written corrective feedback. The paper concludes that effective ELL writing instruction is achieved when teachers align tasks with authentic communicative goals, make expectations visible, and cultivate learners’ autonomy through manageable strategies and iterative practice.