Exploring Expository Essay Writing Challenges and Coping Strategies: A Case Study of Two Chinese EFL Non-English Majors
List of Authors
Aini Akmar Mohd Kasim, Conghui Wang
Keyword
Expository writing, writing challenges, coping strategies, EFL non-English majors, China
Abstract
This qualitative case study examines the expository essay writing challenges and coping strategies of two Chinese non-English major undergraduates learning English as a Foreign Language (EFL). Through think-aloud protocols, retrospective interviews, and writing samples, the study identifies key linguistic, cognitive, and psychological barriers, including limited vocabulary precision, grammatical errors, translation interference, and writing anxiety. Despite facing similar obstacles, the two participants adopted notably different strategies. Students A favoured risk-averse methods, such as sentence simplification, direct translation, and minimal revision, aiming to maintain fluency and reduce errors. In contrast, Student B employed more metacognitively driven strategies, including detailed outlining, extensive revision, and emotional regulation techniques like task segmentation and positive self-talk. These findings highlight the critical role of metacognitive awareness and psychological resilience in effective EFL writing. The study advocates for pedagogical approaches that support diverse learner profiles by combining explicit instruction in metacognitive and affective strategies with the encouragement of reflective revision practices. By focusing on individual variation, this research offers valuable insights for improving EFL writing instruction among non-English majors in China.