Vol. 9, Issue 11, Part A (2023)

This study aimed to investigate the engagement and proficiency tiers of English Language Learners (ELLs) in the context of writing workshops. The targets of the study were to assess ELLs' baseline writing talent tiers, have a look at the structure and content material of writing workshops, and analyze ELLs' engagement and participation in these workshops. To obtain these objectives, a mixed-methods research approach was employed. The materials consisted of writing samples and surveys collected from various organizations of ELLs collaborating in writing workshops. The outcomes indicated that ELLs' skill ability levels showed huge development after participating in the workshops, suggesting that these workshops had a fine effect on language improvement. Furthermore, the evaluation of ELLs' engagement revealed a range of factors contributing to their energetic involvement, such as supportive workshop structures, culturally applicable content, and peer collaboration. The discussion segment explores the results of those findings and underscores the importance of designing culturally inclusive writing workshops for ELLs. In the end, this study gives valuable insights into the benefits of writing workshops for ELLs and affords suggestions for optimizing those workshops to decorate language improvement and cultural integration.