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This paper presents an analysis of a systematic review based on the past studies published on writing approaches employed in ESL classrooms. The studies reviewed are from the year 2000 to 2019 with the total number of eighteen studies. The key aims of this systematic review is to show an empirical information formulation discovered through multiple methods in past scholarly research on writing in ESL classrooms. In this systematic study, there are two study questions to be addressed: i) What teaching methods should ESL students use to enhance writing abilities for learners? ii) How should the defined writing strategy be scheduled so that it can be efficiently applied in the ESL schools? The findings of the reviews showed that process, genre, process genre, process product and product-based approaches are employed in ESL classrooms. Process approach was mostly employed in ESL teaching of writing in secondary and tertiary level. Results also indicated that scaffolding cooperative learning and teacher and peer feedback help to improve ESL students’ writing.
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In-Text Citation: (Selvaraj, & Aziz, 2019)
To Cite this Article: Selvaraj, M., & Aziz, A. A. (2019). Systematic Review: Approaches in Teaching Writing Skill in ESL Classrooms. International Journal of Academic Research in Progressive Education and Development, 8(4), 450–473.
Copyright: © 2019 The Author(s)
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