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The study is to analyze the English Abstract writing instruction for elementary students with English writing strategy use. The participants in this study were 86 fifth grade students from an elementary school in Daegu, Korea. The English writing instruction focused on six different writing strategies: two meta-cognitive strategies(brainstorming, graphic organizer, re-reading, checklist), one cognitive strategy(translation), and one social strategy(modeling) strategy. The participants completed three guided writing tasks with self-introduction, thank-you note, describing a picture and three free writing tasks with acrostic poems, diary, book report. This study was verified through English background survey, writing strategy survey, writing strategy questionnaire with the interview. The results demonstrated that English writing instruction with writing strategy helped participants improve their writing fluency and enhance their writing performances. It shows that the participants’ preference on the writing strategy was brainstorming and modeling the most throughout the writing process. Meanwhile, the participants choose the checklist the least among six writing strategies. Also, it positively influences on participants’ perception with writing in English. The writing strategy was helpful to encourage on the language and writing skills during the writing process. Furthermore, the participants’ attitude changed in becoming willing in writing, recognizing awareness of their own writing, and becoming more fluent writers.
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