HOW TO TEACH WRITING TO ELEMENTARY AND PRE-INTERMEDIATE LEVEL LEARNERS

Abstract

This study investigates effective approaches to teaching writing to elementary and preintermediate level learners in English as a foreign language (EFL) contexts. The research integrates theoretical insights with empirical classroom observations to identify strategies that significantly enhance learners’ writing performance. A mixed-method approach was employed, combining qualitative classroom analysis with quantitative performance measurement. The findings demonstrate that scaffolded instruction, communicative tasks, and process-based writing significantly improve learners’ ability to produce coherent and meaningful written texts. The study also highlights the importance of visual aids, structured guidance, and feedback mechanisms. Practical implications for classroom teaching are discussed