PEDAGOGICAL STRATEGIES FOR ENHANCING ENGLISH WRITING PROFICIENCY AMONG ESL LEARNERS: A SYSTEMATIC REVIEW

Abstract

This Systematic Literature Review (SLR) examines pedagogical strategies to enhance writing skills among English as a Second Language (ESL) learners. Recognizing the growing significance of effective writing instruction in ESL contexts, the review addresses the need for a comprehensive understanding of current strategies and interventions. Applying the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, a rigorous search was conducted across two major academic databases, Scopus and ERIC, yielding 33 primary studies for inclusion. The selection process involved systematic screening, eligibility checks, and Quality Assessment (QA) to ensure the relevance and credibility of the studies. The findings were organized into three key thematic areas: (1) Metacognitive Strategies, Self-Regulation, and Feedback, highlighting the role of learners’ reflective practices and instructor feedback in improving writing proficiency; (2) Technological Tools and Innovative Approaches, highlighting the integration of digital resources and creative methods to facilitate writing development; and (3) Writing Challenges, Proficiency Development, and Special Learner Groups, exploring the barriers faced by diverse learners and strategies tailored to address varying proficiency levels. The review reveals that while significant progress has been made in implementing effective pedagogical strategies, gaps remain in addressing the needs of special learner groups and in the consistent application of technology across varied learning environments. Overall, this review underscores the significance of targeted, adaptive pedagogical interventions to support ESL learners’ writing proficiency and provides insights for future research and instructional practices.