Discourses of writing and learning to write in L2 writing curriculum in Chinese universities

Abstract

While a plethora of research on second language (L2) writing instruction has focused on instructional approaches, teacher feedback and assessment practice, and student learning experiences, little research has examined issues regarding L2 writing curriculum. In particular, L2 writing curriculum discourse, as one important window to probe into the underlying teaching philosophies and beliefs that impact profoundly on the teaching reality, has received limited attention. To address this void, the current study drew on a teaching and learning writing discourse framework to analyse 68 Chinese English as a foreign language (EFL) university writing curriculum documents. The study found that Chinese college EFL writing curricula and instruction present a relatively comprehensive view of writing and learning to write, at least at the document level. Some salient features of the Chinese EFL writing discourse distribution reflect broader Chinese social changes, such as the promotion of the English for academic purposes (EAP) approach and the dominance of the genre-oriented approach. However, some concerns remain about current Chinese EFL writing instruction, such as a lack of creativity discourse, social practice discourse, and sociopolitical discourse, as well as ill-implemented skills discourse and process discourse. Implications for writing curriculum development, instructional approach improvement, and future L2 writing research are discussed.

Global Catalysts: Empowering Universities for Social Change in Developing Countries

“…Incorporating social change into academic curricula can provide students with the knowledge, skills, and mindset they need to become active contributors to positive societal transformation, cultivating a sense of social awareness and empathy, and producing graduates who are better prepared to face real-world challenges (Yu et al, 2022). Establishing dedicated offices, integrating social change goals, and adopting interdisciplinary approaches are critical for universities to promote social responsibility and prioritize social change, playing a transformative role in shaping future leaders and driving meaningful societal impact, thereby strengthening the university's reputation and significantly contributing to the betterment of society as a whole.…”

The effects of providing peer feedback on learners’ genre awareness in English as a foreign language business letter writing

“…As put in Perkins and Salomon's (1992, p. 3) words, "the ends of education are not achieved unless transfer occurs. " Therefore, writing taught in universities as a social practice should go beyond the purpose of merely learning writing skills and students should be situated in authentic or simulated writing contexts to be prepared for the multiplicity of writing demands they will face in the workplace (Yu et al, 2022).…”

“…Business language instructors in departments of modern languages must recognize that the writing learners will be required to do on the job is different from most academic writing learners are practicing in humanities classes ( Vásquez, 2013 , p. 99). Fortunately, curriculum designers have begun to realize the need to teach and practice writing for various social purposes ( Yu et al, 2022 ). Undoubtedly, being able to analyze, write and/or translate business or professional genres has become an essential skill for L2 learners and in-service employees in multicultural and multilingual megapolis or city clusters ( Wen et al, 2022 , p. 1).…”

“…As such, business communication and trade transactions are growing exponentially, conducted predominantly in English, which has been propelled by the corporate Englishization process in more and more multinational corporations ( Goldkorn et al, 2022 ). As put in Perkins and Salomon’s (1992 , p. 3) words, “the ends of education are not achieved unless transfer occurs.” Therefore, writing taught in universities as a social practice should go beyond the purpose of merely learning writing skills and students should be situated in authentic or simulated writing contexts to be prepared for the multiplicity of writing demands they will face in the workplace ( Yu et al, 2022 ).…”

“…Despite the necessity of preparing students for the workplace writing, the current Chinese EFL writing curriculum has been mainly confined to classroom contexts, the absence of social practice discourse with authentic social purposes in the EFL writing syllabi seems to indicate that the social potential of writing for authentic purposes and for making social changes has yet to be fully tapped ( Yu et al, 2022 ). At undergraduate levels, EFL writing instructors often assign topics that incorporate rhetorical devices and ask students to construct argumentative essays, many of which share a similar structure (introduction with thesis, body, and conclusion).…”