INVESTIGATING THE FREQUENCY OF PROVERBS USAGE AS A WRITING PROMPT AMONG PAKISTANI ESL LEARNERS

Abstract

This study investigates the frequency and pedagogical impact of proverbs used as writing prompts among graduate-level ESL (English as a Second Language) learners, aiming to assess their prevalence, effectiveness in stimulating creative writing, and role in fostering cultural understanding. Data gathered via a questionnaire from graduate ESL learners reveal that proverbs are commonly utilized in writing tasks and are generally perceived as effective tools for skill enhancement, fulfilling a dual role by promoting both creative thinking and acting as a cultural bridge to the nuances of English idiom. However, the research also identifies significant challenges for students, including difficulties in interpreting metaphorical meanings, ensuring contextual appropriateness, and maintaining coherence with personal experiences. Overall, this study sheds light on the value of proverbial prompts in ESL instruction, offering insights into their integration while emphasizing the crucial need for instructors to provide clearer guidelines and contextual support to help students effectively navigate their linguistic and cultural complexities.