Exploring Expository Essay Writing Processes and Strategies: A Case Study of Two Chinese EFL Non-English Majors

Abstract

This qualitative case study investigates the expository essay writing processes and strategies of two Chinese EFL (English as a Foreign Language) non-English major students at an applied university in China. The study emerged from the limited understanding of how non-English major students approach and navigate L2 writing tasks, alongside the lack of pedagogical support that addresses both their cognitive and emotional needs. Using a combination of think-aloud protocols, semi-structured interviews, retrospective reflections, and writing sample analyses, this research closely examines how learners engage in the recursive stages of writing, including planning, drafting, reviewing, and monitoring their progress. The analysis reveals that, while both participants utilized similar strategies, such as bilingual thinking, self-monitoring, and verbal rehearsing, they exhibited significant differences in other key areas. Student A demonstrated a dynamic, reflective approach to writing, but struggled with emotional burdens that affected their overall process, while Student B exhibited a more structured approach with consistent execution and greater emotional resilience. The findings underscore the crucial role of metacognitive strategies, emotional regulation, and task-specific planning in shaping students’ writing outcomes. By emphasizing the importance of addressing cognitive, linguistic, and affective factors, this study contributes to learner-centered writing instruction by emphasizing individualized approaches that integrate cognitive, linguistic, and affective dimensions of L2 writing.