Teaching Strategies to Promote English Expository Writing Development through Step-by-Step Writing and Teacher Feedback

Purpose: The purpose of this study was to investigate effective teaching strategies that can facilitatethe development of English expository writing using information books for sixth-grade learners studyingEnglish as a Foreign Language (EFL). Methods: Learners' English writing experiences were investigated through a preliminary survey, andtheir pre-English expository writing development levels were evaluated through a pre-writing test. Afterconducting 28 experimental lessons, the patterns of the changed expository writing of the leaners wereexamined through a post-writing test. The experimental lessons involved reading comprehensionactivities, initial writing, modified writing 1, and modified writing 2, utilizing a total of four informationbooks. Step-by-step writing practice was implemented when progressing from initial writing to modifiedwriting 1, and teacher feedback was provided when progressing from modified writing 1 to modifiedwriting 2. A follow-up survey was conducted after completing all experimental lessons. Results: First, this study revealed that Step-by-step writing and teacher feedback can promote learners'sentence concept formation. Second, Step-by-step writing and teacher feedback increased learners'accuracy, logic, and fluency in English expository writing. Among the Step-by-step writing activities,the utilization of a paragraph organizer and selective writing exercises had the most positive effect. Third, expository writing based on information books facilitated the acquisition of an informationdelivery writing style. Conclusion: This study found that learners could lay the foundation for thought based truecommunication and that it is possible to present a new development path. Also, unlike diary andjournal writing research, the information delivery style can develop objective communication skills.