Abstract
After exploring different theories of teaching and learning ESL/EFL writing, along with successful models of writing courses and instructional methods, this study investigates the internal complexity of ESL/EFL writing at the tertiary level, as well as the contributing factors in students’ writing performance. The characteristics of different types of language learners are identified in conjunction with the plasticity and lateralization of the bilingual brain and the critical period hypothesis. The study also delves into certain biases and heuristics while it analyzes Kahneman’s System 1 and 2 of thinking and various personality theories in order to determine students’ innate abilities to excel in ESL/EFL writing tasks. Furthermore, the paper elucidates the importance of psychological equivalence in the writing process with the help of Pym’s translation theories, and explains students’ interconnectedness through Berne’s transactional analysis and the ego states of each personality. By integrating neuropsychological perspectives with established pedagogical approaches, such as the scaffolding, product, process, genre and grammar-translation techniques, the article offers a holistic framework for educators and policymakers to enhance ESL/EFL writing instruction, and ultimately proposes future research directions for a better understanding of ESL/EFL students’ needs.
Publisher
European Institute of Knowledge and Innovation
Reference166 articles.
1. Abdulaal, M. A. A. (2021). Krashen’s Monitor Model revisited with some linguistic evidence for the homogeneity hypothesis. TESOL International Journal, 16(2), 177-197.
2. Abo Steif, M., & Alishah, R. A. (2021). The brain lateralization and learning styles. Indian Journal of Scientific Research, 5, 543-549.
3. Ahmed, S. (2015). Attitudes towards English Language Learning among EFL Learners at UMSKAL. Journal of Education and Practice, 6(18), 6-16.
4. Ahmed, P. H. (2019). Major writing challenges experienced by EFL learners in Soran University. Journal of University of Human Development, 5(3), 120-126. https://doi.org/10.21928/juhd.v5n3y2019.pp120-126
5. Alek, A., Van Nguyen, T., & Dollah, S. (2023). Assessing the Nexus of EFL learners’ academic self-concept and their formal English vocabulary knowledge. International Journal of Language Education, 7(2), 271-290. https://doi.org/10.26858/ijole.v7i2.36048