Reflections: Supporting A1 and A2 Learners in an EFL Writing Classroom

This article presents findings from a classroom observation investigating the incorporation of fluency-focused writing activities, combined with the process writing approach, to support A1 and A2 level students in a university EFL writing classroom. By employing student-centered strategies, including the activation of prior knowledge and providing differentiated guidance in teacher feedback, we not only reduce anxiety in the classroom but also enhance writing fluency. The outcomes demonstrate the creation of a positive and supportive learning environment, proving particularly beneficial for students with low English proficiency.