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This article examines the pedagogical value of scene and image description as a communicative writing practice in English as a Foreign Language (EFL) contexts, with particular focus on student-teachers in English departments. Using a qualitative, literature-based, and pedagogically informed approach, the study explores how descriptive writing functions as a means of constructing meaning, expressing experience, and developing communicative competence. The article draws on classroom-oriented practices, including visual prompts and image-based tasks conducted during guided writing sessions, to illustrate how learners engage in observation, interpretation, and expression through sensory detail and narrative framing. Particular attention is given to the role of descriptive writing in connecting perception with language use and audience awareness. The literature suggests that image-based descriptive tasks encourage creativity, interpretation, contextualized communication, and deeper student engagement in language learning. The article concludes by highlighting the pedagogical relevance of descriptive writing for EFL teacher education and communicative language instruction.
EFL writing; descriptive writing; communication; qualitative pedagogy; literary approach; teacher education
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Writing as Communication: Teaching Scene Description in EFL Through Qualitative and Literary Approaches
How to cite this paper: Jamal Assadi, Tareq Murad. (2026). Writing as Communication: Teaching Scene Description in EFL Through Qualitative and Literary Approaches. The Educational Review, USA, 10(4), 180-192.
DOI: http://dx.doi.org/10.26855/er.2026.04.001