DESCRIPTIVE WRITING PEDAGOGY THROUGH THE LENS OF LEARNING TO LEARN
DOI:
https://doi.org/10.21009/ishel.v1i1.56979Keywords:
learning to learn, descriptive writing, reflective pedagogy, language education, EFL studentsAbstract
This paper examines descriptive writing pedagogy through the lens of learning-to-learn, focusing on English as a Foreign Language (EFL) students in higher education. The main objective is to evaluate the potential of learning-to-learn principles, particularly metacognitive awareness, learner autonomy, and reflective practice, in enhancing creative and student-centered writing instruction. This study adopts a qualitative descriptive method through literature review and document analysis. The findings indicate that integrating these principles improves students' creative and reflective writing abilities and fosters more inclusive, adaptive, and context-sensitive learning environments. This pedagogical approach is seen as highly relevant in supporting the development of critical thinking, language expression, and long-term learning awareness among students. The paper offers a conceptual contribution to the field of Indonesian Language and Literature Education by providing insights into teaching strategies that align with the values of holistic education and equity in language learning. This study may serve as a foundation for future applied research in both academic and creative writing instruction for foreign language learners.
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Copyright (c) 2025 Atika Salman Paris, Ilza Mayuni, Muhammad Kamal
This work is licensed under a Creative Commons Attribution 4.0 International License.
