Cooperative Model of the English-Writing Instruction in Informatization Education

2020 ◽  
pp. 726-732
Author(s):  
Binshi Wang
Keyword(s):  
Writing Instruction ◽  
Cooperative Model ◽  
English Writing ◽  
English Writing Instruction

Study on the Computer-Assisted English Writing Instruction

2014 ◽  
Vol 1044-1045 ◽  
pp. 1660-1663
Author(s):  
Tian Xu
Keyword(s):  
Writing Instruction ◽  
Computer Technology ◽  
Strong Support ◽  
Computer Assisted ◽  
English Teaching ◽  
English Writing ◽  
Multi Media ◽  
English Writing Instruction

The computer technology has been widely applied in the English teaching and has become a strong support for the modern English teaching. As for the English writing, multi-media based on the computer technology make the class atmosphere active, arouse the students’ interest and in the meanwhile improve the efficiency of English writing. However, there exist some potential drawbacks in the computer-assisted English writing instruction.

English Writing Instruction in Chinese Students’ Experience: A Survey Study

RELC Journal ◽  
2021 ◽  
pp. 003368822098022
Author(s):  
Lianjiang Jiang ◽  
Shulin Yu ◽  
Nan Zhou ◽  
Yiqin Xu
Keyword(s):  
Writing Instruction ◽  
Writing Pedagogy ◽  
L2 Writing ◽  
Survey Study ◽  
Instructional Approaches ◽  
English Writing ◽  
Latent Profile Analyses ◽  
Dominant Pattern ◽  
Writing Instructions ◽  
English Writing Instruction

While there is no lack of studies on the major approaches to L2 writing instruction (i.e., the product-, process-, and genre-oriented approaches), it remains unclear whether and how these theory-based approaches have been translated into students’ experiences of L2 writing pedagogy. This study examined students’ experiences of L2 writing instructional approaches in the Chinese EFL context. A sample of 1,190 students from 39 Chinese universities participated in the study and they were surveyed about the English writing instruction they received in universities. Results show that the process-oriented approach was most experienced by the students, followed by the genre- and product-oriented approaches. Results of latent profile analyses revealed four distinct profiles of writing pedagogy in students’ experiences: the indistinctive pattern, the product-dominant pattern, the process/genre-dominant pattern, and the synthetic pattern. These patterns indicate that writing instructions in the Chinese university-based English programs have yet to meet the demand for students’ L2 writing development. This study contributes to our knowledge of how L2 writing instructional approaches have been experienced by students of various demographic backgrounds and to how writing curricula and pedagogies can be further improved.

scholarly journals College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective

2017 ◽  
Vol 10 (7) ◽  
pp. 150 ◽  
Author(s):  
Junhong Ren
Keyword(s):  
Second Language Acquisition ◽  
Writing Instruction ◽  
Language Learners ◽  
Mainland China ◽  
Psychological Needs ◽  
College English ◽  
English Writing ◽  
Language Input ◽  
English Writing Instruction ◽  
Language Output

College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the “output-driven, input-enabled” hypothesis. This hypothesis places emphasis on the important role that language output plays in second language acquisition. Under this hypothesis, language output is both the driving power and objective of EFL teaching; language input provides with the language learners the language forms and content essential for output tasks. This hypothesis meets language learners’ psychological needs, our social needs and current educational needs. In essence, theoretical considerations on carrying out writing instruction based on this hypothesis are discussed. To construct writing instruction, teachers may teach writing based on reading since reading could provide the learners with meaningful language input, which language learners could take advantage of to accomplish the writing tasks. Requirements for writing instructions in reading classes are then identified and illustrations on how to conduct writing are provided under this new hypothesis.

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