Effective Strategies for Improving Writing Skills of Elementary English Language Learners

Journal Writing 

The method of journal writing has been suggested as an unintimidating means of practice 

in writing for ESL students. Often referred to as interactive journals, this approach allows for 

student and teacher communication via a designated notebook designed for written dialogue 

between student and instructor (Wong Mei Ha & Storey, 2006). According to Lee (2012), 

research along with classroom practices has shown how the implementation of an interactive 

journal greatly benefits English language learners as it motivates them to write more in length 

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and richer in content. Not only does it provide consistent practice, as the journal is meant to be 

used daily, but it allows the teacher to have an easier and more holistic access to students’ 

writing, which in turn gives way to more individualized instruction opportunities.  

Various ways in which to use journal writing in the classroom include reading response 

journals, correspondence journals, and e-journals. Reading response journals are a means for 

which students can create meaning from their experience with a text. This type of journal also 

allows the teacher to observe how a student is developing as both a reader and a writer. For 

example, Fagan (2008) used journal writing as a self-reflection activity on previously taught 

reading strategies to monitor their understanding of using sticky notes to track comprehension. 

She found it gave them a chance to think about how they learn, and what they do to help 

themselves while giving her valuable information about their understanding of the strategy as 

well as inspiration for future writing instruction segments. Students respond to a text through 

teacher led inquiries such as predicting plot, personal reactions to characters, synthesizing text, 

and more. It can be used as a scaffolding step as well before launching into a more formal 

writing task (Evans, 2008). Using this reading-to-write process can gradually prepare ESL 

students with appropriate skills for future academic writing tasks. 

Correspondence journals are quite simply as they imply. Children need time to talk both 

orally and in written form, especially English learners. More often than not, talk is what leads us 

to understand and process what we are learning (Bloem, 2004). Unfortunately, oral talk is often 

discouraged in a classroom setting; therefore, using a correspondence journal as a means to 

facilitate written talk proves to be both an effective and valuable tool.  Such correspondence 

provides a vehicle for questions otherwise unanswered due to anxiety or lack of confidence, 

expression of feelings of frustration or folly, celebration of accomplishments; the possibilities are 

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unending. Not only is this a safe place for ESL students to write, but it also gives them an 

opportunity to practice conventions such as punctuation, capitalization, grammar and so forth 

without penalty. Furthermore, according to Bloem (2004) it is a place for powerful reflection free 

of peer criticism and rich with freedom of expression.  

In order to improve writing skills of English language learners, educators must consider 

new and innovative methods for their instruction. Current methods are simply not moving these 

students to the level of proficiency that is expected of them. A safe environment can reduce ESL 

anxiety and provide opportunities for risk taking which is necessary to produce even adequate 

writing. Scaffolding coupled with peer work provides English language learners the support they 

need to facilitate the writing process. Finally, diverse literacies along with technology, work 

together to capture their interest while motivating them to succeed in the writing classroom. 

When students are given opportunities to write for authentic meaning-making, message-sharing 

purposes, they can enjoy the benefits of writing even when they are beginning readers and 

writers who are doing so in a language they have not yet mastered (Han & Ernst-Slavit, 1999).