Improving Writing Skills in Academic English Through Explicit Instruction and Process Writing

Abstract

Reaching proficient literacy levels is a universal goal in an academic world that is becoming increasingly text-oriented. This objective is challenging, especially for PhD students demanding practical techniques to improve one of the most essential skills: writing. This study aims to provide research-based techniques to enhance writing skills in academic English. For this purpose, the effectiveness of two distinct pedagogical approaches (i.e., explicit instruction and process writing) is considered by implementing them in a collaborative writing framework. A mixed-methods approach is adopted to refer to a class of 16 Ph.D. students in educational sciences enrolled at the University of Catania (Italy) during the academic year 2023-2024. The class first received explicit instruction targeting specific writing skills, grammar rules, and writing conventions. During the second part of the module, the class engaged in process writing progressing through prewriting, drafting, revising, and editing stages to enhance self-expression and creativity. This study confirms that explicit instruction combined with the process writing approach significantly enhances EFL learners’ ability to produce coherent, accurate, and impactful academic texts. Based on these findings, this study offers valuable insights for educators, curriculum designers, and researchers in the field of English as a Foreign Language writing instruction.