The Influence of the Paragraph Burger Strategy on English Language Learners’ Essay Writing Proficiency

Through the viewpoints of educators, this study sought to determine how the Paragraph Burger technique affected English Language Learners’ (ELLs’) ability to write essays. It specifically aimed to investigate teachers’ experiences with the Paragraph Burger approach, evaluate its impact on ELLs’ essay writing abilities, and pinpoint the difficulties and achievements in putting it into practice. This study investigated the experiences of teachers utilizing the Paragraph Burger technique with English Language Learners (ELLs) through a qualitative, phenomenological approach. This approach, which focuses on the effects, difficulties, and achievements of the Paragraph Burger strategy, helps capture the core of their experiences. The study’s findings offer insightful information to educators by emphasizing successful writing instruction techniques that could result in student essays that are more well-structured and cohesive. Furthermore, the Paragraph Burger approach has the potential to impact curriculum development by promoting the incorporation of structured writing methods that aid in the development of solid basic skills in children. The study also shows how these interesting teaching strategies affect students’ motivation and engagement with writing assignments. Also, it adds to the larger corpus of pedagogical research by providing evidence-based suggestions that help enhance instructional strategies and writing-related student outcomes. When the Paragraph Burger technique was introduced, teachers were encouraged to change their ways of teaching by adding more visual aids, organized exercises, and detailed directions to their classes. The method’s impact on instructional strategies highlights the need for educators to investigate cutting-edge, inclusive strategies to improve writing instruction for English Language Learners. Teachers can maximize learning outcomes and foster academic achievement among English language learners (ELLs) in language development by incorporating a variety of instructional tactics and modifying approaches in response to student feedback and performance.