Media -Based Interventions for Enhancing English Writing Skills in ESL Classrooms

This paper investigates the effectiveness of media-based interventions, particularly English songs and movies, in enhancing the writing skills of English as a Second Language (ESL) learners. Using a mixed-methods research design, the study was conducted with Bachelor of Business Administration (BBA) undergraduate students. Data were obtained through a structured questionnaire, semi-structured interviews, and analysis of students’ writing samples to evaluate improvements in the use of vocabulary, coherence, organisation, and overall writing proficiency. The findings indicate that students who engaged regularly with carefully selected English media demonstrated better vocabulary use, greater paragraph coherence, and more effective written expression than those with limited media exposure. The study identifies three essential factors contributing to improved writing performance: meaningful exposure to authentic media content, guided reflection and writing activities, and the use of AI tools such as Grammarly for feedback and revision.