IMPROVING STUDENTS‘ ENGLISH WRITING PROFICIENCY
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Abstract
Writing is a central component of second language learning and academic literacy, yet it remains one of the most challenging skills for learners to master. Unlike oral communication, writing requires deliberate control of grammar, vocabulary, organization, coherence and metalinguistic awareness. Many students experience difficulties such as limited lexical resources, frequent grammatical errors, weak paragraph structure, lack of idea development and writing anxiety, all of which negatively affect the quality of their written output. This article examines the cognitive, linguistic and affective factors that influence students' English writing proficiency, drawing upon recent research on writing problems and theoretical perspectives on writing development. The discussion highlights how writing fosters deeper language processing by engaging learners in planning, generating ideas, monitoring accuracy and revising their work. The article further explores the role of vocabulary expansion, grammatical practice, coherent text organization and reflective revision in strengthening writing competence. Additionally, the study emphasizes the importance of teacher support, constructive feedback, collaborative learning and digital tools in creating an effective learning environment. These pedagogical strategies provide learners with meaningful opportunities to practice writing, monitor their progress and develop confidence. Overall, improving students' English writing proficiency requires a comprehensive approach that integrates cognitive development, linguistic accuracy and supportive instruction. The findings of this article can guide educators in designing practical and motivating writing activities that promote long-term improvement and academic success.
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References
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