ENHANCING DESCRIPTIVE WRITING PROFICIENCY IN ENGLISH AS A FOREIGN LANGUAGE (EFL): A PEDAGOGICAL FRAMEWORK
Abstract
For English as a Foreign Language (EFL) learners, descriptive writing is an essential skill that helps them effectively engage readers and paint vivid pictures. However, EFL students frequently encounter major obstacles in this area, such as a restricted vocabulary, interference from L1, and trouble organizing sensory details. Based on process-oriented and genre-based methodologies, this article suggests a pedagogical framework for teaching descriptive writing to EFL students. The framework places a strong emphasis on the use of model texts, scaffolding, structured feedback, and explicit instruction in sensory language and figurative devices. Improved vocabulary acquisition, increased proficiency with descriptive techniques, increased writing confidence, and eventually more vivid and captivating descriptive compositions are all anticipated results.
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