In order to humanize and contextualize ESL/EFL learning, poetry writing has been suggested and considered as an effective strategy for meaningful literacy. However, there is a lack of empirical evidence for the pedagogical significance of poetry writing on language learning. To make up for the dearth of research about poetry writing, the present study explored to what extent a primary English language learner can express herself through poetry writing in an American classroom and the significance of poetry writing as meaningful literacy in ESL/EFL learning. Adopting a qualitative research approach, this small-scale case study conducted textual analyses of a young English language learner’s poetry works and in-depth interviews with her. Findings suggest that poetry writing encouraged the participant learner to express herself with her own voice, enhanced her L2 linguistic awareness, provided meaningful learning opportunities―authorship and readership―, and motivated the learner to overcome challenges as an English language learner. The present study contributes to the understanding of young English language learners’ poetry writing in the field.

The study aims at exploring ESL students’ meaningful literacy experience. This study involves 20 ESL students at a middle sized state university in the United States. For the data in this inquiry, the wiring task and student interview data were used and grounded theory was employed to analyze the data. The findings of the study revealed that ESL students perceive the meaningful literacy experience valuable in terms of self-expression, self-discovery, emotional relief, and enhancement of English vocabulary. However, some students considered the writing experience challenging due to the unfamiliar topic, vocabulary, and organization. The study also indicated that students have an opportunity to express diverse emotions in their writing piece. Based on the findings of the study, the impacts of the meaningful experience and pedagogical implication of meaningful literacy instruction in EFL contexts were discussed.