Abstract

Descriptive writing is a fundamental component of English language learning but presents persistent challenges for ESL/EFL students, including limited vocabulary, grammatical errors, and poor organization of ideas. This study aims to (1) identify the key challenges faced by secondary school ESL/EFL students in writing descriptive essays and (2) evaluate the effectiveness of the Four-Square Writing Method (FSWM) in improving their writing skills. An experimental research design was employed, with pre- and post-tests administered to both control and experimental groups. The experimental group received instruction using the FSWM, while the control group followed the conventional curriculum. Quantitative analysis was conducted to measure improvements in coherence, structure, and language use. The results indicate that students taught with the FSWM demonstrated significant gains in descriptive writing performance, particularly in coherence, vocabulary usage, and confidence in expression. By addressing a notable gap in the current literature, this study contributes to ESL/EFL pedagogy by demonstrating the applicability of the Four-Square Writing Method to descriptive writing instruction. The findings are expected to inform more effective and structured approaches to teaching writing in diverse educational settings.

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