New directions in EFL writing: A Report from China

Published on Jan 1, 2004
Xiaoye You10
Estimated H-index: 10
(Purdue University)
From May 21 to 24, 2004, I attended the 4th International Conference on ELT in China, held in Beijing. Held concurrently with this conference was the Basic English Education Symposium. Of the nearly 500 presentations and workshops at the conference, 49 were focused on English writing instruction and assessment at the college level, involving both English and non-English majors. Considering the fact that the field of L2 writing is gradually branching into the EFL context, I thought a brief report of these writing-related presentations might inform the JSLW readership of recent developments in the teaching of and research on English writing in China, the country with the largest population of EFL student writers in the world. The conference was organized by the China English Language Education Association, Beijing Foreign Studies University, and the Foreign Language Teaching and Research Press. The first conference was held in Guanzhou in 1985, and since then has become a major event in the Chinese ELT circle. Over 1000 English teachers and researchers participated in this year’s conference, the majority of whom were from China. More than 20 countries and regions were represented in this conference, including Australia, Britain, Canada, Iran, Jamaica, Japan, Malaysia, Thailand, and the United States.
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  • Citations (25)
Published on Jun 1, 2004in Journal of Second Language Writing4.20
Xiaoye You10
Estimated H-index: 10
(Purdue University)
Approaches to writing instruction developed in North America have gradually made their presence felt in other parts of the world during recent years. A curricular evaluation of the local needs, instruction, assessments, teacher preparation, and other pedagogical factors is crucial for the successful transmission and integration of those approaches into the new contexts. Set against the background of recent, exuberant scholarly discussions of the issue of transplanting Western writing pedagogies,...
Cited By25
Published on Apr 1, 2019in Journal of Second Language Writing4.20
Cong Zhang (SDU: Shandong University), Yue Chen (Purdue University), Junju Wang1
Estimated H-index: 1
(SDU: Shandong University)
Abstract To address the lack of representation of second language writing (SLW) conferences other than the Symposium on Second Language Writing (SSLW), this short communication provides a report on the International Conference on Teaching and Researching EFL Writing in China (CEFLW) from historical, diachronic, and synchronic perspectives. Historically, we introduce CEFLW by tracing its history and describe CEFLW 2018 by reporting on the major topics of presentations. Diachronically, we compare ...
Published on Nov 5, 2018
The lack of English writing practices and efficient feedback, the problematic writing pedagogy and ineffective writing strategies all together negatively impact the quality of EGP writing in China. Therefore, it is imperative to change the way EGP writing is taught and learned. The present study introduces a blended EGP writing model supported by MOOCs and Juku and investigates students' perceptions of and attitudes towards it through a questionnaire survey and a semi-structured interview. The r...
Published on Dec 1, 2016in Journal of English for Academic Purposes1.73
Jing Cai1
Estimated H-index: 1
(HKU: University of Hong Kong)
Abstract This study explores a holistic approach in the teaching and learning of academic lexical phrases. It incorporates the Sydney school genre-based pedagogy and corpus-informed explicit instruction into the ESP (English for Specific Purposes) genre-based framework for a better “text in context” exemplification of genre knowledge and genre related language features (including lexical phrases). A distinction is made between general (or “lexical bundles” in traditional terms) and move-specific...
Published on Jun 1, 2016in Journal of Second Language Writing4.20
Bakhtiar Naghdipour3
Estimated H-index: 3
(EMU: Eastern Mediterranean University)
Abstract This paper reports on English writing instruction and the main factors shaping the dynamics of English writing at different levels of education in Iran. The data gathered from teachers and students using semi-structured interviews and class observations revealed, despite students’ need to develop competency in English writing, unsatisfactory writing skills, mainly because of the inadequacy of the English writing curriculum and pedagogy. The findings further indicated that English langua...
Published on Jan 1, 2016in Ampersand
Rasheed S. Al-Jarrah4
Estimated H-index: 4
(YU: Yarmouk University)
Abstract Following Guenette (2007), Bitchener (2008), Bitchener & Knoch (2009), among others, I believe that previous studies on corrective feedback provision were flawed in terms of their “design, execution, and analysis” (Bitchener & Knoch, 2009: 204). As a commentary on previous research findings, the current paper aims to suggest a corrective feedback provision model on how future studies should be designed, so that comparisons can be safely made. The suggested model underlies three basic pr...
Published on Dec 1, 2015in Journal of Second Language Writing4.20
Cong Zhang1
Estimated H-index: 1
(Purdue University),
Xun Yan4
Estimated H-index: 4
(UIUC: University of Illinois at Urbana–Champaign),
Xiangdong Liu1
Estimated H-index: 1
(Beijing Foreign Studies University)
Published on Jul 3, 2015in Changing English
Bin Ai2
Estimated H-index: 2
(ZUEL: Zhongnan University of Economics and Law)
Writing is often a massive challenge for the learners who study English as a Foreign Language (EFL). Many EFL practitioners are searching for solutions to help learners improve the level of their writing. In this auto-ethnographic study, two narratives are discussed. In the first narrative, the primary challenges of EFL writing encountered by a cohort of Chinese international students studying in Australia are narrated and then examined from the perspective of a Chinese EFL researcher. In the se...
Published on Sep 1, 2014in English teaching
Liu , Xuelian + 1 AuthorsJeong Won
This study examined how Chinese college students react to their writing teachers’ corrective feedback (CF). A total of 1,077 students completed a...