FROM GRAMMAR TO FLUENCY IN WRITING FOR ESL STUDENTS USING PRACTICAL STRATEGIES
Keywords:
competence, ESL students, text analysis, peer collaboration, foundational, fluency, interactive.Abstract
This study explores the transition from grammatical competence to fluent writing among English as a Second Language (ESL) students. By applying practical strategies including daily writing, peer collaboration, model text analysis, and the integration of technology, the study aims to identify effective approaches that foster writing fluency. The research combines a literature review with a practical implementation of these strategies in a classroom setting. Results indicate that while grammar is foundational, fluency is best achieved through interactive, process-oriented writing practices. The paper concludes with recommendations for ESL educators seeking to bridge the gap between grammar and writing fluency.
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