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Fostering Professional Inquiry: A Report on the Sixth National Symposium on EFL Writing Research and Teaching in China

Published on Jan 1, 2010
Han Ju1
Estimated H-index: 1
This report presents an overall picture of the state of research and recent highlights of English writing in China by describing the Sixth National Symposium on EFL Writing Research and Teaching in China, which was held in Beijing in fall 2008. Major themes emerging from the symposium are grouped into five categories: (1) The state-of-the-art of L2 writing research at home and abroad; (2) Writing instruction; (3) Student writers and China English; (4) Evaluation and assessment; and (5) Professional development of L2 writing teachers. The report concludes with an analysis of the trends of EFL writing in China based on conference discussions.
  • References (6)
  • Citations (2)
Published on Jun 26, 2008
Ilona Leki17
Estimated H-index: 17
Alister Cumming19
Estimated H-index: 19
Tony Silva15
Estimated H-index: 15
(U of T: University of Toronto)
'I applaud the authors for this sizeable undertaking, as well as the care exercised in selecting and sequencing topics and subtopics. A major strength and salient feature of this volume is its range: It will serve as a key reference tool for researchers working in L2 composition and in allied fields.' - John Hedgcock, Monterey Institute for International Studies Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in Eng...
Published on Jan 1, 2007in Journal of Huizhou University
Zhang Shuang-xiang1
Estimated H-index: 1
(Huizhou University)
The study seeks to assess the impact of peer revision and teacher comments on EFL writers' final drafts in narrative writing among 48 tertiary learners.More specifically,the study aims to answer how peer revisions and teacher comments are incorporated by writers in their final versions and how trouble sources are revised in peer sessions according to different language aspects: content,organization,vocabulary,grammar and technical errors.The study proves that peer revision is an effective way to...
Published on Jan 1, 2005
Wang Chuming2
Estimated H-index: 2
(Guangdong University of Foreign Studies)
In China, many EFL learners experience a learning stage where they find themselves unable to put English to communicative use despite a good knowledge of its vocabulary and grammar following years’ hard work on the language. This is also a stage characterized by learners’ low confidence in their abilities to learn English well. To help learners out of this predicament, a teaching model that exploits writing to facilitate EFL learning is proposed in this paper. The model, designated as the Length...
Published on Jun 1, 2004in Journal of Second Language Writing 4.20
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,...
Published on Jan 1, 1996in Journal of Second Language Writing 4.20
Joan G. Carson14
Estimated H-index: 14
(GSU: Georgia State University),
Gayle L. Nelson12
Estimated H-index: 12
(GSU: Georgia State University)
Abstract This study investigated Chinese students' interaction styles and reactions to one particular pedagogic technique: peer response groups in ESL composition classes. In a microethnographic study, three peer response groups in an advanced ESL composition class were videotaped for 6 consecutive weeks. After videotaping, the interviewers met with individual Chinese-speaking ( n = 3) and Spanish-speaking ( n = 2) group members. The Spanish-speaking students were interviewed in order to have a ...
Cited By2
Published on Apr 1, 2019in Journal of Second Language Writing 4.20
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 ...