An Integrative-Cognitive Model for Developing EFL Written Competence in Secondary Schools

This article proposes an integrative-cognitive model aimed at developing EFL (English as a Foreign Language) written competence in secondary school learners. The model combines cognitive writing theory, communicative language teaching principles, and digital pedagogical tools to enhance learners’ linguistic, discourse, and metacognitive skills. The study is based on an experimental design conducted among secondary school students. The results demonstrate statistically significant improvement in students’ coherence, grammatical accuracy, lexical richness, and strategic self-regulation. The integrative-cognitive model is presented as an effective framework for systematic and reflective development of written competence in EFL contexts.