Integrated writing pedagogy in the EFL classroom

Abstract

The following article discusses something which is frequently perceived as nothing more than homework by many instructors of English as a Foreign Language (EFL) for its time-consuming nature: second language writing. The first section outlines some issues that students of English often experience when taking English-language classes. Here, references to specific cultures are made, but the problems can also be universally considered. The subsequent section describes two specific approaches to writing instructors can adopt in their own classrooms and evaluates their effectiveness. The third and final section details how instructors may go about borrowing aspects of the two approaches to form an integrated approach aimed at helping students to overcome the problems they face in composing L2 texts. Here, procedural outlines are included so that instructors can take this integrated writing pedagogy into their own EFL classrooms.