IMPROVING ESSAY WRITING SKILLS THROUGH STRUCTURED PARAGRAPH TECHNIQUES IN B1 EFL STUDENTS
Keywords:
EFL Writing, B1 Proficiency, PEEL Method, Rhetorical Coherence, Cognitive Load Theory, Scaffolding, Paragraph Architecture, Academic Discourse, Argumentative CompetenceAbstract
this research paper investigates the efficacy of deploying structured paragraphing methodologies, specifically the PEEL (Point, Evidence, Explanation, Link) and TEEL (Topic, Explanation, Evidence, Link) frameworks, to enhance the argumentative writing proficiency of B1-level English as a Foreign Language (EFL) students. Writing at the intermediate level often suffers from structural fragmentation and a lack of discursive coherence. Through a longitudinal quasi-experimental study involving sixty undergraduate participants, this paper evaluates the cognitive and linguistic transition from rudimentary sentence-level production to sophisticated academic discourse. The results demonstrate a profound improvement in rhetorical organization, thematic unity, and metalinguistic awareness among the experimental group. The study posits that explicit scaffolding of paragraph architecture significantly reduces cognitive load and fosters the development of higher-order thinking skills essential for the transition to B2 proficiency.
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