Text-Based Writing in ESP Class: Pedagogy and Practices in ESL Learning

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Improving students’ L2 writing skills can be challenging for EFL learners, because, first, they tend to have difficulties generalizing and organizing ideas using appropriate lexicogrammatical functions and second, they tend to have little ability to implement such choices into intelligible text (Nordquist, 2017). New assessments have been made especially regarding needs, motives, the target of instruction, and methodologies for the 21st-century global linguistic landscape and the many changes for language learners. There is also a necessity for a shift in attitude and a new set of competencies required of ESL teachers. The researcher herself being a writing teacher found necessity to remediate students’ difficulties and at the same time influence their writing behavior in and out of the class. This drove her to investigate students’ involvement from active to less involvement to withdrawal or passive participation to active engrossment in text-based writing. This study examined text frequency in text-based instruction to bring out pedagogical approaches and learning involvement of students from Bulacan State University by examining students’ behavior in writing assignments required for classes.