Chinese University EFL Teachers’ and Students’ Beliefs About EFL Writing: Differences, Influences, and Pedagogical Implications
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Yan Ding
Yan DING is a lecturer at the School of Languages and Communication Studies, Beijing Jiaotong University. She holds a Ph.D. in linguistics from the University of Hong Kong. Her research interests include the learning and teaching of EFL vocabulary and writing, design of English MOOCs, and learner emotions.
and
Ting Zhao
Ting ZHAO is an associate professor at the School of Foreign Languages for Business, Southwestern University of Finance and Economics. She holds a Ph.D. in linguistics from the University of Cambridge. Her main research interest lies in the learning and teaching of EFL vocabulary and writing in EAP and ESP contexts.
Abstract
This study investigates Chinese university EFL teachers’ and students’ beliefs about what determines the text quality of EFL writing via a mixed-method analysis of data collected by questionnaire, interview, and diagnostic and self-diagnostic feedback on students’ essays. The results indicate that: First, both the teachers and students attached much importance to language, but the teachers put significantly more emphasis on organization and content whereas the students put significantly more emphasis on vocabulary; Second, the beliefs of students were heavily influenced by their conceptions of the purposes of EFL writing tasks and the assessment criteria adopted to mark their writing; Third, the disparity between teachers’ and students’ beliefs caused them to emphasize different aspects of an essay when giving feedback; Finally, students’ beliefs had a negative impact on the development of effective writing strategies. Pedagogical implications are suggested.
About the authors
Yan DING is a lecturer at the School of Languages and Communication Studies, Beijing Jiaotong University. She holds a Ph.D. in linguistics from the University of Hong Kong. Her research interests include the learning and teaching of EFL vocabulary and writing, design of English MOOCs, and learner emotions.
Ting ZHAO is an associate professor at the School of Foreign Languages for Business, Southwestern University of Finance and Economics. She holds a Ph.D. in linguistics from the University of Cambridge. Her main research interest lies in the learning and teaching of EFL vocabulary and writing in EAP and ESP contexts.
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© 2019 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Articles in the same Issue
- Frontmatter
- Second Language Writing
- Developing Students’ Critical Thinking and Discourse Level Writing Skill Through Teachers’ Questions: A Sociocultural Approach
- Chinese University EFL Teachers’ and Students’ Beliefs About EFL Writing: Differences, Influences, and Pedagogical Implications
- Teacher Development for Business English Guest Editor: Lifei Wang
- Becoming a Teacher of Business English in China: A Critical Narrative
- An Empirical Study of Business English Teachers’ Knowledge Structures in Different Course Modules
- On Teachers’ Professional Qualities Structure and Development Mechanisms in the Business English Discipline
- Course Design and Material Evaluation
- Learnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings
- Book Review
- An Emerging Communicative Paradigm in Ecolinguistics
- 中文提要
Articles in the same Issue
- Frontmatter
- Second Language Writing
- Developing Students’ Critical Thinking and Discourse Level Writing Skill Through Teachers’ Questions: A Sociocultural Approach
- Chinese University EFL Teachers’ and Students’ Beliefs About EFL Writing: Differences, Influences, and Pedagogical Implications
- Teacher Development for Business English Guest Editor: Lifei Wang
- Becoming a Teacher of Business English in China: A Critical Narrative
- An Empirical Study of Business English Teachers’ Knowledge Structures in Different Course Modules
- On Teachers’ Professional Qualities Structure and Development Mechanisms in the Business English Discipline
- Course Design and Material Evaluation
- Learnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings
- Book Review
- An Emerging Communicative Paradigm in Ecolinguistics
- 中文提要
