ENHANCING L2 WRITING COMPETENCE: PEDAGOGICAL STRATEGIES AND THEORETICAL PERSPECTIVES
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Abstract
The acquisition of proficient writing skills in a second language (L2) represents one of the most complex challenges in language learning. Unlike oral communication, writing in L2 requires the integration of multiple linguistic, cognitive, and sociocultural competencies. This article critically examines the primary obstacles faced by L2 learners in developing writing proficiency and presents evidence-based pedagogical strategies informed by second language acquisition (SLA) theories and writing pedagogy.
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References
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