Cover not available
Article published In:
Australian Review of Applied Linguistics
Vol. 39:3 (2016) ► pp.203–232

Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education

| Faculty of Education and Social Work, University of Auckland

The teaching of writing in English as a second/foreign language (ESL/EFL) has been a challenging task for many teachers due to its multifaceted nature. This paper is a reflection on ESL/EFL writing teaching in three countries, namely China, Singapore, and New Zealand, with particular reference to professionalizing ESL/EFL writing and ESL/EFL writing-teacher education. It first addresses issues facing EFL writing and writing-teacher education that relate to the offering of English at various levels in China. It then moves on to elaborate on how western pedagogical practices have been implemented in Singapore, especially that of a genre-based pedagogy. Nestled in the context of globalization, I focus on New Zealand, positing that globalization has exacerbated the challenge in teaching ESL writing because of large numbers of students who are seeking higher education in western countries in English as the medium of instruction, and yet their first language is not English. I conclude the paper with recommendations that professionalizing L2 writing (even in school settings) is a mission for all those who are in this enterprise. Proper teacher preparation programs for training L2 writing teachers should be in place in order for this to happen. China needs to critically appraise, and learn from, successful experiences such as Singapore and many institutions in the USA and Canada. New Zealand is yet to formalize ESOL writing teacher preparation programs, where English-as-an-L2 writing-teacher education for primary and secondary schools is still not a priority in most teacher-education institutions.

Keywords: Globalization, Singapore, New Zealand, second-language writing, professionalization, writing-teacher education, China
Published online: 6 April 2017
DOI logo
https://doi.org/10.1075/aral.39.3.01zha
References
ARWU
(2015) Academic ranking of world universities. Retrieved from [URL].Google Scholar
Atkinson, D
(2004) Contrasting rhetorics/contrasting cultures: Why contrastive rhetoric needs a better conceptualization of culture. Journal of English for Academic Purposes, 31, 277–290. DOI logoGoogle Scholar
Atkinson, D., & Matsuda, P. K
(2013) Intercultural rhetoric: A conversation – The sequel. In D. Belcher & G. Nelson (Eds.), Critical and corpus-based approaches to intercultural rhetoric (pp. 227–242). Ann Arbor, MI: University of Michigan Press.Google Scholar
Belcher, D
(2014) What we need and don’t need intercultural rhetoric for: A retrospective and prospective look at an evolving research area. Journal of Second Language Writing, 251, 59–67. DOI logoGoogle Scholar
Bhatia, V
(1991) A genre-based approach to ESP materials. World Englishes, 101, 153–166. DOI logoGoogle Scholar
Bitchener, J
(2009) Writing an applied linguistics thesis or dissertation. London, UK: Palgrave Macmillan.Google Scholar
Bitchener, J., & Ferris, D
(2012) Written corrective feedback in second language acquisition and writing. New York, NY: Routledge. DOI logoGoogle Scholar
Blommaert, J
(2010) The sociolinguistics of globalization. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Bourdieu, P
(1986) The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood Press.Google Scholar
Cai, J
(2003) 英汉写作修辞对比 [Contrastive rhetoric in English and Chinese writing]. Shanghai: Fudan University Press.Google Scholar
Canagarajah, A. S
(2006) The place of World Englishes in composition: Pluralization continued. College Composition and Communication, 571, 586–619.Google Scholar
(2015) Clarifying the relationship between translingual practice and L2 writing: Addressing learner identities. Applied Linguistics Review, 61, 415–440. DOI logoGoogle Scholar
Carter, S., Kelly, F., & Brailsford, I
(2012) Structuring your research thesis. London, UK: Palgrave MacMillan. DOI logoGoogle Scholar
Chan, C. K. K., & Rao, N
(2010a) Moving beyond paradoxes: Understanding Chinese learners and their teachers. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 3–33). New York: Springer on behalf of the Comparative Education Research Centre, The University of Hong Kong. DOI logoGoogle Scholar
(2010b) Revisiting the Chinese learner changing contexts, changing education (CERC Studies in Comparative Education 25). New York: Springer on behalf of the Comparative Education Research Centre, The University of Hong Kong.Google Scholar
Cheng, A
(2007) Transferring generic features and recontextualizing genre awareness: Understanding writing performance in the ESP genre-based literacy framework. English for Specific Purposes, 261, 287–307. DOI logoGoogle Scholar
Cheng, X
(Ed.) (2011) Toward professionalization in EFL writing teaching and research: Proceedings of the 6th International Symposium on Teaching and Researching EFL Writing in China. Beijing, CN: Foreign Language Teaching and Research Press.Google Scholar
Connor, U
(1996) Contrastive rhetoric: Cross-cultural aspects of second language writing. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
(2004) Intercultural rhetoric research: Beyond texts. Journal of English for Academic Purposes, 31, 291–304. DOI logoGoogle Scholar
(2011) Intercultural rhetoric in the writing classroom. Ann Arbor, MI: University of Michigan Press. DOI logoGoogle Scholar
Cortazzi, M., & Jin, L
(Eds.) (2013) Researching cultures of learning: International perspectives on language learning and education. Basingstoke: Palgrave Macmillan. DOI logoGoogle Scholar
Curdt-Christiansen, X. L., & Silver, R. E
(2012) Educational reforms, cultural clashes and classroom practices. Cambridge Journal of Education, 421, 141–161. DOI logoGoogle Scholar
Davison, C
(2007) Different definitions of language and language learning: Implications for assessment. In C. Davison & J. Cummins (Eds.), International handbook of English language teaching (pp. 533–548). New York: Springer. DOI logoGoogle Scholar
Deng, L., Chen, Q., & Zhang, Y
(2014) Developing Chinese EFL learners’ generic competence: A genre-based process genre approach. New York, NY: Springer. DOI logoGoogle Scholar
Derewianka, B
(1996) Exploring the writing of genres. London: UK Reading Association.Google Scholar
Ding, W., & Wu, B
(1982).《英语写作基础教程》 [A basic course in English writing]. Beijing: The Commercial Press.Google Scholar
Ding, W., Wu, B., Zhong, M., & Guo, L
(1994) 《英语写作手册》[An English writing handbook]. Beijing: Foreign Language Teaching and Research Press.Google Scholar
Ding, W., Wu, B., Zhong, M. , & Guo, L
(2009. 《英语写作手册》[An English writing handbook, 3rd ed.]. Beijing: Foreign Language Teaching and Research Press.Google Scholar
Duff, P
(2010) Language socialization into academic discourse communities. Annual Review of Applied Linguistics, 301, 169–192. DOI logoGoogle Scholar
English Department of Shanghai International Studies University (SISU)
(1980) 《中国学生英语常见错误分析》 [An analysis of Chinese EFL students’ common errors]. Shanghai: Shanghai Translation Publishing House.Google Scholar
Fang, Z., & Schleppegrell, M. J
(2008) Reading in secondary content areas: A language-based pedagogy. Ann Arbor, MI: The University of Michigan Press. DOI logoGoogle Scholar
Fang, Z., & Wang, Z
(2011) Beyond rubrics: Using functional language analysis to evaluate student writing. Australian Journal of Language and Literacy, 341, 147–165.Google Scholar
Ferris, D. R., & Hedgcock, J. S
(2014) Teaching L2 composition: Purpose, process, and practice (3rd ed.). New York, NY: Routledge.Google Scholar
Fischer, M. M. J
(2015) Ethnography for aging societies: Dignity, cultural genres, and Singapore’s imagined futures. American Ethnologist, 421, 207–229. DOI logoGoogle Scholar
Flower, L., & Hayes, J
(1981) A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. DOI logoGoogle Scholar
Gentil, G
(2011) A biliteracy agenda for genre research. Journal of Second Language Writing 201, 6–23. DOI logoGoogle Scholar
Gieve, S., & Clark, R
(2005) The Chinese approach to learning: Cultural trait or situated response? System, 331, 261–276. DOI logoGoogle Scholar
Gilliland, B
(2015) High school teacher perspectives and practices: Second language writing and language development. Language and Education, 29(4), 287–301. DOI logoGoogle Scholar
Halliday, M. A. K
(1978) Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold.Google Scholar
(1985) Language, context, and text: Aspects of language in a social-semiotic perspective. Geelong, Vic., Australia: Deakin University.Google Scholar
Hinkel, E
(2003) Simplicity without elegance: Features of sentences in L1 and L2 academic texts. TESOL Quarterly, 371, 275–301. DOI logoGoogle Scholar
Hirvela, A., & Belcher, D
(2001) Coming back to voice: The multiple voices and identities of mature multilingual writers. Journal of Second Language Writing, 101, 83–106. DOI logoGoogle Scholar
Holliday, A
(1994) Appropriate methodology and social context. Cambridge, UK: Cambridge University Press.Google Scholar
Hu, S
(1987).《对比修辞学研究》[Comparative studies in English and Chinese rhetoric]. Shanghai: Foreign Language Education Press.Google Scholar
Hyland, K
(2002) Authority and invisibility: Authorial identity in academic writing. Journal of Pragmatics, 341, 1091–1112. DOI logoGoogle Scholar
(2012) Disciplinary identities: Individuality and community in academic discourse. Cambridge: Cambridge University Press.Google Scholar
Jeurissen, M. J
(2012) 'Perhaps I didn’t really have as good a knowledge as I thought I had’: What do primary school teachers know and believe about grammar and grammar teaching? Australian Journal of Language and Literacy, 351, 301–316.Google Scholar
Jin, L., & Cortazzi, M
(2013) Introduction: Research and levels of intercultural learning. In L. Jin & M. Cortazzi (Eds.), Researching intercultural learning: Investigations in language and education (pp. 1–17). Basingstoke, England: Palgrave Macmillan. DOI logoGoogle Scholar
Johns, A. M
(1997) Text, role and context: Developing academic literacies. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
(2008) Genre awareness for the novice student: An ongoing quest. Language Teaching, 411, 237–252. DOI logoGoogle Scholar
Kaplan, R. B
(1966) Cultural thought patterns in inter-cultural education. Language Learning, 161, 1–20. DOI logoGoogle Scholar
(1987) Cultural thought patterns revisited. In U. Connor & R. B. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 9–21). Reading, MA: Addison-Wesley.Google Scholar
Kirkpatrick, A., & Xu, Z
(2012) Chinese rhetoric and writing: An introduction for language teachers. Anderson, SC: Parlor Press.Google Scholar
Lee, I., Mak, P., & Burns, A
(2015) EFL teachers’ attempts at feedback innovation in the writing classroom. Language Teaching Research1. DOI logoGoogle Scholar
Li, B
(Ed.) (2010) Writing across the curriculum in teaching and researching EFL writing in China: Proceedings of the 5th International Symposium on Teaching and Researching EFL Writing in China. Beijing, CN: Foreign Language Teaching and Research Press.Google Scholar
Ma, W., & Wang, C
(Eds.) (2014) Learners’ privilege and responsibility: A critical examination of learners from Chinese backgrounds in the United States. Charlotte, NC: Information Age.Google Scholar
Manchon, R. M
(2012) L2 writing development: Multiple perspectives. Boston, MA: De Gruyter Mouton. DOI logoGoogle Scholar
Matalene, C
(1985) Contrastive rhetoric: An American writing teacher in China. College English, 471, 789–808. DOI logoGoogle Scholar
Matsuda, A., & Matsuda, P. K
(2010) World Englishes and the teaching of writing. TESOL Quarterly, 441, 369–374. DOI logoGoogle Scholar
Matsuda, P. K
(1998) Situating ESL writing in a cross-disciplinary context. Written Communication, 151, 99–121. DOI logoGoogle Scholar
(2013) Response: What is second language writing? – And why does it matter? Journal of Second Language Writing, 221, 448–450. DOI logoGoogle Scholar
Matsuda, P. K., & Silva, T
(1999) Cross-cultural composition: Mediated integration of US and international students. Composition Studies, 271, 15–30.Google Scholar
May, S. A
(2011) The disciplinary constraints of SLA and TESOL: Additive bilingualism and second language acquisition, teaching and learning. Linguistics and Education, 221, 233–247. DOI logoGoogle Scholar
Ministry of Education, China
(2011) Yearbook of China education. Beijing: People’s Education Press.Google Scholar
Ministry of Education, New Zealand
(2007) The New Zealand curriculum for English-medium teaching and learning in years 1-13. Wellington: Learning Media.Google Scholar
(2009) The New Zealand curriculum: Reading and writing standards for years 1-8. Wellington: Learning Media.Google Scholar
(2010) The literacy learning progressions: Meeting the reading and writing demands of the curriculum. Wellington: Learning Media.Google Scholar
Ministry of Education, Singapore
(2001) The English language syllabus. Singapore: Author.Google Scholar
(2010) English Language syllabus 2010: Primary and secondary (Express/Normal [Academic]). Singapore: Author. Retrieved from [URL]Google Scholar
Mu, C., Zhang, L. J., Ehrich, J., & Hong, H
(2015) The use of metadiscourse for knowledge construction in Chinese and English research articles. Journal of English for Academic Purposes, 201, 135–148. DOI logoGoogle Scholar
Paltridge, B
(2001) Genre and the language learning classroom. Ann Arbor: University of Michigan Press. DOI logoGoogle Scholar
(2014) Genre and second-language academic writing. Language Teaching, 47(3), 303–318. DOI logoGoogle Scholar
Parr, J. M., & Jesson, R
(2016) Mapping the landscape of writing instruction in New Zealand primary school classrooms. Reading and Writing, 29)5),981–1011. DOI logoGoogle Scholar
Pennington, M
(2015) Crossing over: Forming linkages for writing pedagogy. Writing and Pedagogy, 71, 1–13. DOI logoGoogle Scholar
Polio, S., & Shi, L
(2012) Perceptions and beliefs about textual appropriation and source use in second language writing. Journal of Second Language Writing, 21(2), 95–101. DOI logoGoogle Scholar
Qin, J., & Karabacak, E
(2010) The analysis of Toulmin elements in Chinese EFL university argumentative writing. System, 381, 444–456. DOI logoGoogle Scholar
Read, J
(2015) Assessing English proficiency for university study. Basingstoke, UK: Palgrave Macmillan. DOI logoGoogle Scholar
Rose, D., & Martin, J. R
(2012) Learning to write/reading to learn: Genre, knowledge and pedagogy in the Sydney school. London, England: Equinox.Google Scholar
Rothery, J
(1996) Making the changes: Developing an educational linguistics. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. 86–123). London: Longman.Google Scholar
Shi, L
(2012) Rewriting and paraphrasing source texts in second language writing. Journal of Second Language Writing, 211, 134–148. DOI logoGoogle Scholar
Silver, R. E
(2005) The discourse of linguistic capital: Language and economic policy planning in Singapore. Language Policy, 41, 47–66. DOI logoGoogle Scholar
Skuja-Steele, R. V
(2004) Pupil experience: A handbook for teacher training. Singapore: National Institute of Education.Google Scholar
Spring, J
(2008) Research on globalization and education. Review of Educational Research, 781, 330–363. DOI logoGoogle Scholar
Stapleton, P., & Wu, Y. M. A
(2015) Assessing the quality of arguments in students’ persuasive writing: A Case study analyzing the relationship between surface structure and substance. Journal of English for Academic Purposes, 171, 12–23. DOI logoGoogle Scholar
Storch, N
(2009) The impact of studying in a second language (L2) medium university on the development of L2 writing. Journal of Second Language Writing, 181, 103–118. DOI logoGoogle Scholar
Swales, J
(1990) Genre analysis: English is academic and research settings. New York, NY: Cambridge University Press.Google Scholar
Tardy, C. M
(2009) Building genre knowledge. West Lafayette, IN: Parlor Press.Google Scholar
(2012) A rhetorical genre theory perspective on L2 writing development. In R. M. Manchon (Ed.), L2 writing developmentL2 writing development: Multiple perspectives (pp.165–190). Boston, MA: De Gruyter Mouton. DOI logoGoogle Scholar
Toulmin, S
(2003) The uses of argument (2nd ed.). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Viesca, K. M., & Hutchison, K
(2014) Reflections on effective writing instruction: The value of expectations, engagement, feedback, data, and sociocultural instructional practices. Writing and Pedagogy, 61, 681–696. DOI logoGoogle Scholar
Wang, L
(Ed.) (2008) Chinese perspectives on teaching and researching English writing: Proceedings of the 4th International Symposium on Teaching and Researching EFL Writing in China. Beijing: Foreign Language Teaching and Research Press.Google Scholar
Wang, J. J
(2014) Xianzhuang yu xianxiang: Guonei eryu xiezuo yanjiu shengtai zhenghe [A synthesis of the L2 writing research in the Chinese context]. Journal of EFL Writing: Teaching and Research, 11, 11–21.Google Scholar
Wang, J. J., & Lin, D. F
(Eds.) (2014) Teaching and researching EFL writing from psycho-cognitive and socio-cultural perspectives: Proceedings of the 8th International Conference on Teaching and Researching EFL Writing in China. Beijing: Foreign Language Teaching and Research Press.Google Scholar
Wang, L. F
(2014) Guo neiwai eryu xiezuo jiaoxue yanjiu de xinjinzhan heyingyong [Current developments of L2 writing research in China and abroad and its application]. Journal of EFL Writing: Teaching and Research, 11, 1–10.Google Scholar
Wang, L., & Wang, J
(Eds.) (2012) Journal of EFL Writing: Teaching and Research. Beijing: Higher Education Press.Google Scholar
Watson, A
(2015) The problem of grammar teaching: A case study of the relationship between a teacher’s beliefs and pedagogical practice. Language and Education, 291, 332–346. DOI logoGoogle Scholar
Wee, L
(2015) Language without rights. New York: Oxford University Press.Google Scholar
Xu, F
(2012) Teaching and researching English writing. Beijing: Foreign Language Teaching and Research Press.Google Scholar
Yang, L., & Gao, S
(2013) Beliefs and practices of Chinese university teachers in EFL writing instruction. Language, Culture and Curriculum, 261, 125–145. DOI logoGoogle Scholar
Yang, X
(1984).《英语修辞及惯用法常见错误分析》 [Common errors in English rhetoric and usage]. Shanghai: East China Normal University Press.Google Scholar
(1990).《英文写作与修辞》[English composition and rhetoric]. Hefei, China: Anhui Education Press.Google Scholar
Yang, Y
(2011) Experiencing English writing (Books 1-4, revised ed.). Beijing: Higher Education Press.Google Scholar
You, X
(2004) ‘The choice made from no choice’: English writing instruction in a Chinese university. Journal of Second Language Writing, 131, 97–110. DOI logoGoogle Scholar
(2010) Writing in the devil’s tongue: A history of English composition in China. Carbondale, IL: Southern Illinois University Press.Google Scholar
Zhan, J
(Ed.) (2012) English writing in sociocultural contexts: Proceedings of the 7th International Symposium on Teaching and Researching EFL Writing in China. Beijing: Foreign Language Teaching and Research Press.Google Scholar
Zhang, L. J
(2008) Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language (ESL) classroom. Instructional Science, 361, 89–116. DOI logoGoogle Scholar
(2011) The ecology of communicative language teaching. In J. P. Chen & Y. Liu (Eds.), Innovating English teaching in China: Selected papers from the 3rd International Conference on CLT in China (pp. 51–80). Beijing: Foreign Language Teaching and Research Press.Google Scholar
(2013) Second language writing as and for second language learning. Journal of Second Language Writing, 221, 446–447. DOI logoGoogle Scholar
(2014a A dynamic metacognitive systems perspective on developing academic writing skills: Writing across the genre and the curriculum. In H. P. Widodo, & N. T. Zacharias (Eds.), Recent issues in English language education: Challenges and directions (pp. 161–179). Surakarta, Central Java, Indonesia: Sebelas Maret University Press.Google Scholar
(2014b) Toward a biliteracy agenda in teaching and researching academic writing: What opportunities are we awaiting? Invited plenary keynote paper at the 9th Biennial Conference on EFL Writing Teaching and Research in China , Lanzhou, China, 19-21 September.
Zhang, L. J., Aryadoust, V., & Zhang, D
(2016) Taking stock of the effects of strategies-based instruction on writing in Chinese and English in Singapore primary schools. In R. E. Silver & W. Bokhorst-Heng (Eds.), Quadrilingual education in Singapore: Pedagogical innovation in language education (pp. 103–126). Singapore: Springer. DOI logoGoogle Scholar
Zhang, L. J., & Ben Said, S
(2014) Toward a global understanding of local initiatives in language teaching and teacher education: Global rules, local roles. In S. Ben Said & L. J. Zhang (Eds.), Language teachers and teaching: Global perspectives, local initiatives (pp. xviii–xxx). New York, NY: Routledge.Google Scholar
Zhang, L. J., & Zhang, D
(2015) Identity matters: An ethnography of two non-native English-speaking teachers (NNESTs) struggling for legitimate professional participation. In Y. L. Cheung, S. B. Said, & K. Park (Eds.), Advances and current trends in language teacher identity research (pp. 116–131). New York, NY: Routledge.Google Scholar
Cited by

Cited by 58 other publications

Bai, Barry
2018. Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols. System 78 ► pp. 15 ff. DOI logo
Chen, Jing & Lawrence Jun Zhang
2019. Assessing student-writers’ self-efficacy beliefs about text revision in EFL writing. Assessing Writing 40 ► pp. 27 ff. DOI logo
Chen, Jing, Lawrence Jun Zhang & Judy M. Parr
2022. Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model. Metacognition and Learning 17:1 ► pp. 191 ff. DOI logo
Cheng, Xiaolong & Lawrence Jun Zhang
2020. Book review. System 94 ► pp. 102358 ff. DOI logo
Cheng, Xiaolong & Lawrence Jun Zhang
2021. Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision. Frontiers in Psychology 12 DOI logo
Cheng, Xiaolong & Lawrence Jun Zhang
2021. Sustaining University English as a Foreign Language Learners’ Writing Performance through Provision of Comprehensive Written Corrective Feedback. Sustainability 13:15 ► pp. 8192 ff. DOI logo
Cheng, Xiaolong & Lawrence Jun Zhang
2022. Teachers Helping EFL Students Improve Their Writing Through Written Feedback: The Case of Native and Non-native English-Speaking Teachers' Beliefs. Frontiers in Psychology 13 DOI logo
Cheng, Xiaolong, Lawrence Jun Zhang & Qiaozhen Yan
2021. Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction. Language Teaching Research ► pp. 136216882110576 ff. DOI logo
Cherkasova, Inna Petrovna, Tatiana Nikolaevna Reva, Nadezhda Valerievna Palanchuk, Svetlana Aleksandrovna Pashneva, Margarita Anatolievna Kozhevnikova, I. Klimova & M. Konurbaev
2021. Crystallisation of meaning as a technique for forming intercultural communicative competence within the real–virtual dichotomy. SHS Web of Conferences 127 ► pp. 02008 ff. DOI logo
Duan, Chuxuan
2023. A Comparison of Chinese and Foreign Teaching Methods in Teaching English as a Second Foreign Language. BCP Business & Management 41 ► pp. 222 ff. DOI logo
Fan, Ning
2023. Exploring the Effects of Automated Written Corrective Feedback on EFL Students’ Writing Quality: A Mixed-Methods Study. SAGE Open 13:2 DOI logo
Gao, Lori Xingzhen & Lawrence Jun Zhang
2020. Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19. Frontiers in Psychology 11 DOI logo
Huang, Yu & Lawrence Jun Zhang
2020. Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study. Reading & Writing Quarterly 36:4 ► pp. 339 ff. DOI logo
Jiang, Anne Li & Lawrence Jun Zhang
2017. ESP/EAP Through English-Medium Instruction: Teachers’ Perceptions and Practices. In Innovation in Language Learning and Teaching, ► pp. 173 ff. DOI logo
Jiang, Anne Li, Lawrence Jun Zhang, Stephen May & Limin Tony Qin
2020. Understanding novice teachers’ perceived challenges and needs as a prerequisite for English curriculum innovation. Language, Culture and Curriculum 33:1 ► pp. 15 ff. DOI logo
Jiang, Dayu & Lawrence Jun Zhang
2020. Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing. Computers & Education 150 ► pp. 103841 ff. DOI logo
Karaca, Mehmet & Serhat Inan
2020. A measure of possible sources of demotivation in L2 writing: A scale development and validation study. Assessing Writing 43 ► pp. 100438 ff. DOI logo
Kim, Kyung Ja & Tae-Il Pae
2021. Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing. Discourse Processes 58:7 ► pp. 662 ff. DOI logo
Lee, Juhee & Jeonghyun Lee
2024. Development of Argumentative Writing Ability in EFL Middle School Students. Reading & Writing Quarterly 40:1 ► pp. 36 ff. DOI logo
Leng, Jing, Yuhe Yi & Xiaoqing Gu
2021. From cooperation to collaboration: investigating collaborative group writing and social knowledge construction in pre-service teachers. Educational Technology Research and Development 69:5 ► pp. 2377 ff. DOI logo
Li, Hui Helen, Lawrence Jun Zhang & Judy M. Parr
2020. Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights. Frontiers in Psychology 11 DOI logo
Li, Hui Helen, Lawrence Jun Zhang & Haoran Xie
2021. Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study. PLOS ONE 16:5 ► pp. e0251569 ff. DOI logo
LI, Zhijun & Jinfen XU
2019. The evolution of research article titles: the case of Journal of Pragmatics 1978–2018. Scientometrics 121:3 ► pp. 1619 ff. DOI logo
Li, Zhijun & Jinfen Xu
2020. Reflexive metadiscourse in Chinese and English sociology research article introductions and discussions. Journal of Pragmatics 159 ► pp. 47 ff. DOI logo
Liu, Guangxiang Leon & Yongliang Wang
2024. Modeling EFL teachers’ intention to integrate informal digital learning of English (IDLE) into the classroom using the theory of planned behavior. System 120 ► pp. 103193 ff. DOI logo
Putra, I Komang Janu Prianda, Ni Nyoman Padma Dewi & Ni Kadek Sintya Dewi
2021. Self-Editing Activities Improve Recount Text Writing Skills. Jurnal Ilmiah Pendidikan Profesi Guru 4:1 ► pp. 138 ff. DOI logo
Rahimi, Muhammad & Lawrence Jun Zhang
2019. Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing 32:3 ► pp. 761 ff. DOI logo
Rahimi, Muhammad & Lawrence Jun Zhang
2022. Effects of an Engaging Process-Genre Approach on Student Engagement and Writing Achievements. Reading & Writing Quarterly 38:5 ► pp. 487 ff. DOI logo
Richter, Kenneth, Patricia Marie Anne Houde & Krisztina Zimányi
2022. The Repertory Grid Interview: Exploring Qualitative and Quantitative Data on Language Teachers’ Pedagogical Beliefs. Profile: Issues in Teachers' Professional Development 24:2 ► pp. 215 ff. DOI logo
Shen, Bin & Barry Bai
2024. Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention. System 122 ► pp. 103249 ff. DOI logo
Shen, Bin, Barry Bai & Moonyoung Park
2023. Exploring Hong Kong primary students’ English writing motivation: relationships between writing self-efficacy and task value. Journal of Multilingual and Multicultural Development 44:4 ► pp. 324 ff. DOI logo
Sun, Qiang & Lawrence Jun Zhang
2021. A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction. Frontiers in Psychology 12 DOI logo
Sun, Qiyu, Haiying Pan & Ju Zhan
2023. Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach. System 117 ► pp. 103100 ff. DOI logo
Teng, Lin Sophie & Lawrence Jun Zhang
2018. Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning 13:2 ► pp. 213 ff. DOI logo
Wei, Xing
2023. Introduction. In Exploring the Cross-Language Transfer of L1 Rhetorical Knowledge in L2 Writing, ► pp. 1 ff. DOI logo
Wei, Xing
2023. Understanding L1-To-L2 Rhetorical Transfer from Textual, Cognitive, and Metacognitive Perspectives. In Exploring the Cross-Language Transfer of L1 Rhetorical Knowledge in L2 Writing, ► pp. 193 ff. DOI logo
Wei, Xing
2023. On Rhetorical Transfer and Writing Metacognition. In Exploring the Cross-Language Transfer of L1 Rhetorical Knowledge in L2 Writing, ► pp. 13 ff. DOI logo
Wei, Xing, Lawrence Jun Zhang & Wenxia Zhang
2020. Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency. Journal of English for Academic Purposes 47 ► pp. 100907 ff. DOI logo
Wu, Hongyun & Lawrence Jun Zhang
2017. Effects of different language environments on Chinese graduate students' perceptions of English writing and their writing performance. System 65 ► pp. 164 ff. DOI logo
Wu, Xiaoming (Molly), Lawrence Jun Zhang & Helen R. Dixon
2021. Implementing Assessment for Learning (AfL) in Chinese university EFL classes: Teachers’ values and practices. System 101 ► pp. 102589 ff. DOI logo
Wu, Xiaoming (Molly), Lawrence Jun Zhang & Qian Liu
2021. Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment. Frontiers in Psychology 12 DOI logo
Xu, Linlin & Lawrence Jun Zhang
2019. L2 doctoral students’ experiences in thesis writing in an English-medium university in New Zealand. Journal of English for Academic Purposes 41 ► pp. 100779 ff. DOI logo
Xu, Ting Sophia, Lawrence Jun Zhang & Janet S. Gaffney
2023. A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing. Assessing Writing 55 ► pp. 100690 ff. DOI logo
Xu, Zhiqing, Lawrence Jun Zhang & Judy M. Parr
2023. Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance. International Review of Applied Linguistics in Language Teaching 61:4 ► pp. 1337 ff. DOI logo
Yousefpoori-Naeim, Mehrdad, Lawrence Jun Zhang & Sasan Baleghizadeh
2018. Resolving the Terminological Mishmash in Teaching Link Words in EFL Writing. Chinese Journal of Applied Linguistics 41:3 ► pp. 321 ff. DOI logo
Yu, Shulin & Lianjiang Jiang
2023. L2 university students’ motivational self system in English writing: a sociocultural inquiry. Applied Linguistics Review 14:3 ► pp. 553 ff. DOI logo
Zhang, Lawrence Jun & Xiaolong Cheng
2021. Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance: A mixed-methods study. Journal of English for Academic Purposes 54 ► pp. 101043 ff. DOI logo
Zhang, Lawrence Jun & Donglan Zhang
2020. Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English. Asian-Pacific Journal of Second and Foreign Language Education 5:1 DOI logo
Zhang, Lu & Lawrence Jun Zhang
2022. Book review. Journal of English for Academic Purposes 56 ► pp. 101080 ff. DOI logo
Zhang, Lu & Lawrence Jun Zhang
2023. Development and validation of the questionnaire on EFL students’ perceptions of authorial stance in academic writing. Applied Linguistics Review 14:5 ► pp. 1219 ff. DOI logo
Zhang, Lu & Lawrence Jun Zhang
2023. Improving EFL students’ stance-taking in academic writing with SFL-based instruction: A qualitative inquiry. Language Teaching Research ► pp. 136216882311647 ff. DOI logo
Zhang, Lu, Lawrence Jun Zhang & Ting Sophia Xu
2023. Effects of teacher explicit instruction in stance-taking on students’ perceptions of stance and on their academic writing beliefs. Frontiers in Psychology 14 DOI logo
Zhang, Tingting & Lawrence Jun Zhang
2021. Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement. Sustainability 13:21 ► pp. 11616 ff. DOI logo
Zhang, Weiwei & Lawrence Jun Zhang
2022. Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation. System 111 ► pp. 102951 ff. DOI logo
Zhao, Huan & Lawrence Jun Zhang
2022. A Review of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism. In Teaching Writing in English as a Foreign Language [English Language Education, 28], ► pp. 47 ff. DOI logo
Zhao, Huan & Lawrence Jun Zhang
2022. Teacher Cognition Formation and Reformation Processes and Its Relationship to Teaching Practice. In Teaching Writing in English as a Foreign Language [English Language Education, 28], ► pp. 143 ff. DOI logo
Zhao, Huan & Lawrence Jun Zhang
2022. Setting the Scene for Researching EFL Writing Teacher Cognition. In Teaching Writing in English as a Foreign Language [English Language Education, 28], ► pp. 1 ff. DOI logo
Zhao, Huan & Lawrence Jun Zhang
2022. Conclusion. In Teaching Writing in English as a Foreign Language [English Language Education, 28], ► pp. 171 ff. DOI logo

This list is based on CrossRef data as of 23 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.