DEVELOPING ACADEMIC WRITING COMPETENCE IN ADVANCEDEFL LEARNERS: COGNITIVE AND PEDAGOGICAL APPROACHES

Abstract

This paper investigates the development of academic writing competence in advanced English as a Foreign Language (EFL) learners through cognitive and pedagogical approaches. Academic writing for advanced learners demands higher-order skills such as critical thinking, discourse organization, and adherence to academic conventions. Cognitive strategies, including metacognition, schema activation, and process writing,
assist learners in managing complex writing tasks. Pedagogical methods, such as taskbased learning, collaborative writing, and genre-based instruction, provide structured support for skill acquisition. Integrating cognitive and pedagogical approaches enables learners to produce coherent, academically rigorous texts, fostering reflective and independent learning