| _version_ | 1866901942546989056 |
|---|---|
| author | R. N.Jontemirova Wordly Knowledge Publishing Centre |
| author_facet | R. N.Jontemirova Wordly Knowledge Publishing Centre |
| contents | <p>The instruction of writing in second language (L2) contexts, particularly in English as a</p> <p>Second Language (ESL) and English as a Foreign Language (EFL) settings, continues to pose</p> <p>significant pedagogical challenges despite decades of research. This article provides an in-depth</p> <p>exploration of the persistent difficulties encountered by learners and instructors, encompassing</p> <p>linguistic limitations (vocabulary deficits, grammatical inaccuracies, spelling errors), cognitive</p> <p>demands (idea generation, organization, coherence), affective obstacles (writing apprehension, low</p> <p>motivation, fear of evaluation), sociocultural influences (contrastive rhetoric, L1 interference), and</p> <p>institutional constraints (time limitations, resource scarcity, overcrowded classes). Drawing on</p> <p>empirical findings from diverse global contexts including higher education in Saudi Arabia,</p> <p>Indonesia, Bangladesh, and China the discussion integrates theoretical perspectives such as process-</p> <p>genre approaches, self-regulated learning, error analysis, and sociocultural theory. It proposes</p> <p>evidence-based solutions, including explicit strategy instruction, collaborative and scaffolded</p> <p>activities, technology integration (e.g., AI-assisted tools), prewriting techniques to alleviate</p> <p>apprehension, extensive feedback cycles, and authentic task design. By advocating for a holistic,</p> <p>learner-centered paradigm that balances accuracy with fluency and creativity, the article argues that</p> <p>targeted interventions can substantially enhance writing proficiency, reduce anxiety, and promote</p> <p>autonomous competence in L2 writing across proficiency levels and educational stages.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18900554 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | PROBLEMS AND SOLUTIONS IN SUCCESSFULLY TEACHING LANGUAGE SKILLS (WRITING) R. N.Jontemirova Wordly Knowledge Publishing Centre <p>The instruction of writing in second language (L2) contexts, particularly in English as a</p> <p>Second Language (ESL) and English as a Foreign Language (EFL) settings, continues to pose</p> <p>significant pedagogical challenges despite decades of research. This article provides an in-depth</p> <p>exploration of the persistent difficulties encountered by learners and instructors, encompassing</p> <p>linguistic limitations (vocabulary deficits, grammatical inaccuracies, spelling errors), cognitive</p> <p>demands (idea generation, organization, coherence), affective obstacles (writing apprehension, low</p> <p>motivation, fear of evaluation), sociocultural influences (contrastive rhetoric, L1 interference), and</p> <p>institutional constraints (time limitations, resource scarcity, overcrowded classes). Drawing on</p> <p>empirical findings from diverse global contexts including higher education in Saudi Arabia,</p> <p>Indonesia, Bangladesh, and China the discussion integrates theoretical perspectives such as process-</p> <p>genre approaches, self-regulated learning, error analysis, and sociocultural theory. It proposes</p> <p>evidence-based solutions, including explicit strategy instruction, collaborative and scaffolded</p> <p>activities, technology integration (e.g., AI-assisted tools), prewriting techniques to alleviate</p> <p>apprehension, extensive feedback cycles, and authentic task design. By advocating for a holistic,</p> <p>learner-centered paradigm that balances accuracy with fluency and creativity, the article argues that</p> <p>targeted interventions can substantially enhance writing proficiency, reduce anxiety, and promote</p> <p>autonomous competence in L2 writing across proficiency levels and educational stages.</p> |
| title | PROBLEMS AND SOLUTIONS IN SUCCESSFULLY TEACHING LANGUAGE SKILLS (WRITING) |
| url | https://doi.org/10.5281/zenodo.18900554 |