The Significance of Text-based Approach in Teaching Writing to ESL/EFL Learners: A Systematic Review

Abstract

This paper presents a systematic review of the Text-based approach in teaching writing skills to ESL/EFL Learners. Using the Systemic Functional Linguistics theory and concepts drawn from the Social Cultural Theory, specifically Zone of Proximal Development (ZPD) and Language Acquisition Support System (LASS), the study analyses how the theory and concepts shaped the application of the approach in diverse international, regional and local language education settings. This systematic review presents a clear analysis of the approach, citing previous studies. It highlights the results from previous studies on the effectiveness of the approach, showing how it contributed to the development of writing skills. The reviewed literature revealed that text-based instruction is effective in developing ESL/EFL students’ writing skills if it is enhanced with peer review and student self-assessment. This study would add to the pedagogical and theoretical understanding of the use of text-based instruction and promote additional studies in under-resourced ESL/ EFL settings.