Raft as a technique to enhance academic english writing

Abstract

This study explores the use of the RAFT (Role, Audience, Format, Topic) technique as a pedagogical innovation to enhance academic English writing skills among English as a Foreign Language (EFL) students in Ecuador. Despite national curriculum expectations aiming for a B1 proficiency level, Ecuadorian EFL students frequently encounter writing challenges, including poor textual organization, limited vocabulary, and a lack of clear communicative purpose. Utilizing a qualitative, phenomenological approach, this research conducted semi-structured interviews with five English teachers at Unidad Educativa Academia Naval Cap. Leonardo Abad to analyze their experiences and perceptions regarding the technique. Findings indicate that the RAFT technique is suggested and mentioned as a tool to improve students' writing abilities by fostering critical thinking, textual cohesion, and audience awareness, particularly when integrated into the pre- writing stage. However, educators also reported execution challenges, including students experiencing cognitive overload, vocabulary gaps that led to forced native-language translations, and a lack of technological resources. The study concludes that RAFT is a highly effective, student- centered tool for academic writing when introduced gradually and supported by targeted vocabulary instruction.