Trishna Nanda Barianty, Nunung Suryati, Utami Widiati, Ridho Praja Dinata, Sri Wahyuningsih
The use of writing instruction strategies has become increasingly common in English language learning, particularly among students with learning disabilities (LD). However, there remains a lack of comprehensive categorization of effective writing instruction models for both first language (L1) and second language (L2) students with LD. This study aimed to classify writing instruction models applied to English language students between 2015 and 2025. A systematic literature review (SLR) method was employed to group these models, examine underlying theoretical frameworks, and emphasize areas that require further investigation. The findings revealed significant distinctions as well as overlaps between L1 and L2 writing instruction approaches for students with LD, often influenced by the intended purpose of writing. Additionally, the study pointed to the growing relevance of online writing instruction, emphasizing the need for continued exploration into how such models can be adapted to address the specific needs of students with LD. © by LDW 2025.
Faculty of Tarbiyah, UIN Sunan Kudus, Indonesia; Faculty of Teacher Training and Education, Batanghari University, Indonesia; Department of English, Faculty of Letters, Universitas Negeri Malang, East Java, Indonesia
