Teaching ESL Writing in Higher Education
Keywords:
teaching academic writing, writer identity, integration, peer reviewAbstract
This study investigates teaching ESL (English as a Second Language) writing in higher education and outlines instructional techniques required to facilitate ESL students' writing proficiency. Since college and university students are primarily assessed according to their writing ability and academic conventions, teaching ELLs (English Language Learners) necessitates understanding not only teaching strategies but also students' backgrounds and perceptions on learning. Through comparison of various academic literature on pedagogical methodology, the paper analyses key areas and provides recommendations to instructional approaches on adult ESL classroom concepts. The conclusions showed that when learners identify with their needs, they can improve writing within an empowered and harmonized environment. The study draws on the importance of creating appropriate strategies for motivation to facilitate ESL writing.
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